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June 2012 issue

Contents
News
News Round Up
Inside the industry
Advisor Survey
Secondary Focus 1
Secondary Focus 2
Tertiary Focus 1
Tertiary Focus 2
Vocational Focus
Direction
Special Report
Course Guide
Spotlight
Destination
Regional Focus
Market Analysis
Grapevine

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US preservation

In 2011, the US ELT sector had to adjust to new government legislation. Elsewhere, the low dollar helped attract the more price sensitive student, while the Saudi scholarship scheme continued to fuel enrolments.

Compared to your home country, the cost of living in the USA is... Student feedback respondents by world region of origin
Higher 65%
About the same 21%
Lower 11%
(No reply 3%)
Asia 41%
W Europe 24%
Latin America 18%
Latin America 18%
C&E Europe 8%
Middle East 6%
(No reply 3%)

Top nationalites in USA by student weeks – according to schools, 2011 How will you use your English in the future?
Saudi 16.5%
Japanese 11%

Korean 9.5%
Brazilian 7%

Swiss 7%
Taiwanese 5.5%

Chinese 5.5%
Turkish 3%

Italian 3%
French 3%
For my current or future work 53%
For further studies in the USA 18%
For my university/college studies at home 16%

For further studies in another English speaking country 6%
For pleasure only 6%

(No reply 1%)

Commission Student numbers by age range
23% is the average commission paid on a language course

None of the institutions profiled paid commission on accommodation

8-11: 0%
12-15: 4%
16-18: 13%
19-24: 42%
25-30: 23%
30-50: 13%
50+: 5%

Means of recruiting students in US, 2011 (schools) How did you find your programme? (students)
Advisors 52%
Internet 11%
Local bookings 10%
Other means 27%
It was recommended by an advisor 51%
It was recommended by a friend/relative 26%

I found it on the internet 21%
I saw it advertised 2%

In my class there are... To practise in the US with native speakers is ...
...just the right amount of students and mix of nationalities 60%
...too many students who speak my language 16%
...too many students 11%
...too many students from one other country 9%
(No reply 4%)
Quite hard 37%
Quite easy 33%
Very easy 14%
Very hard 10%
(No reply 6%)

13.1 weeks Overall average length of stay

21.5 hours Average language tuition per week

69% of students booked through an agent or advisor

89% of students would recommend their school


Key points in STM school survey Australia
Number of participating organisations: 10
Total number of students at the organisations in 2011: 12,495
Total number of student weeks in 2011, estimated: 163,684
Participating schools: Global Language Institute, St Paul, MN; ILSC, San Francisco, CA; Academia Language School, Honolulu, HI; LAL, Fort Lauderdale, FL; San Diego State University – ALI, San Diego, CA; California State University San Marcos, San Marcos, CA; California State University Chico - American Language and Culture Institute, Chico, CA; Language Studies International, San Diego, CA; Geos Language PLUS Schools, various; St Giles International, San Francisco, CA.

USA student feedback at a glance
Total number of students: 221 (female 108, male 113)
Average age in years: 25
Average number of students in class: 10
Participating schools: Global Language Institute, St. Paul, MN; Rennert, New York, NY; Kaplan International Colleges, New York, Chicago, San Francisco; Language Studies International, Berkeley, Boston, New York, San Diego; ILSC, San Francisco, CA; Embassy CES, Boston, New York, San Francisco, Florida, Los Angeles; ELC, Boston and Los Angeles; Geos Languages Plus, Torrance, LA; St Giles, San Francisco, CA; Syracuse University, New York, NY.



The December 2010 announcement that English language schools in the USA would need to be accredited by an agency recognised by the US Department of Education in order to issue I-20s (a certificate of eligibility needed to obtain a student visa), was a significant milestone to increased quality for studying English in the USA.

The Commission on English Language Program Accreditation (CEA) and the Accrediting Council for Continuing Education and Training (Accet) – the two bodies spearheading the accreditation campaign – prepared themselves for a significant spike in applications. Indeed, by the accreditation submission deadline in December 2011 Accet had seven or eight times more institutions going through the application process than was customary, observes Charlie Matterson, Associate Executive Director. By December 2013 all institutions affected by the new legislation will need to have completed the accreditation process. At the time of writing English language programmes offered by universities and colleges were exempt from the process – accredited already by regional agencies.

Broadly speaking this piece of legislation has been a welcome addition to the ELT landscape in the USA, says Matterson. Those working within ELT are now required, by law, to meet a certain set of quality standards. “The move has been great for the industry,” he affirms. “Preventing competition, however, is not,” he laments. Indeed, Matterson argues that the new operating conditions could stifle competition. Start up schools, for example, are effectively powerless to seek accreditation given that they must first prove a two-year operational history in order to begin the accreditation process. “New schools could be looking at a four-year timeframe before they can even begin to issue I-20s,” he notes.

Bonita Vander, Director of Manhattan Language in New York, NY, asserts that the government bill was both needed and welcome. She notes that although the process is challenging it will be of great value to the school. However, as a member of New York English Schools’ Association (NYESA) – an association of the state’s ESL schools – the accreditation measures simply complement what NYESA has long championed. Indeed, New York is the only state in the USA that required English language schools to be licensed and NYESA and its members were regulated by the New York State Department of Education.

Since its implementation in 2005, providers indicate that the popular King Abdullah Scholarship Scheme has been a real driving force behind a bookings surge. “The student weeks for the total year of 2011 increased by more than 85 per cent compared with 2010,” observes Tatiana Cavarsam at LAL Fort Lauderdale, FL, citing a massive increase in scholarship-led Saudi bookings. Interestingly, Saudi students topped the poll of nationalities at surveyed schools in 2011, accounting for 16.5 per cent of students. In 2010, they represented just six per cent.

At Language Studies International (LSI) in San Diego, CA, business also increased. While the scholarship programme factored highly, there were increases in other markets too, affirms Steven Nicholson. “Due to the world economy it seems to be a good time for people to take some time to study English, as jobs are not currently plentiful,” he notes. While all indications suggest that the scholarship programme will be extended to 2020, Cavarsam predicts Saudi enrolments will tail off in 2012, however, due to the amount of scholarships awarded to the state of Florida. “Therefore,” she adds, “we are promoting more and more in Switzerland…and also Latin American countries.”

Rather than developing new courses, demand led educators to re-launch certain programmes in 2011. At Academia Language School in Honolulu, HI, Karen Lee relates, “We re-introduced our business and comprehensive English courses due to student and agent requests. Many students were interested in learning Business English and the culture of American business, so we wanted to be able to offer students that type of course.” Nicholson at LSI also touches on the expansion of existing courses, such as their young learners summer and winter programmes and a university pathway course.

At LAL in Fort Lauderdale, its well-established Long Stay Academic Programme, which enables students to follow the programme for a semester (12 weeks), a full academic year (32 weeks) or even one calendar year, was a “big selling point” in 2011. The school also has great expectations for its Cruising for English programme in 2012, where students can spend six days learning English on board a luxury cruise liner, reports Caversam.

At the California State University – San Marcos, American Language and Culture Institute, CA, Director Dawn Schmid relates that, at the request of a university partner, the institute introduced a community service learning programme, which aims to integrate “meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.” The programme has been “well received” and will be repeated in 2012.

A weak dollar made the USA a cheaper study destination in 2011. “In relation to other world currencies,” says Nicholson, “this made the USA a good buy.” However, several providers noted the European market retracting. “The European 2011 crisis has affected our business as we received less enrolments from European countries in 2011 than in 2010 at our US schools,” relates Audrey Malgras-Serra at Geos Language Plus Schools. The school plans to use agents to target Asian and South American markets to counteract the downturn.

Several schools noted diverse marketing and a more strategic approach to travel and recruitment trips. “New marketing efforts are mainly new promotions, creating new and stronger ties with our study abroad agents, and finding new marketing opportunities both locally and abroad,” said Lee.



Student snapshot

The advice of study abroad professionals proved indispensible for over half of all student respondents in this year’s feedback survey, which charts international student trends in the English language teaching sector. Comparatively, just 38 per cent of student respondents in the USA sought the advice of agent professionals before booking a study vacation last year (see December 2011, pages 34-35). A significant portion (one third) were Korean, denoting perhaps this nationality’s high regard for agent recommendations. Swiss (12 per cent) and Brazilian (11 per cent) students also showed a preference for this information source. Twenty six per cent of the student base listened to the advice of family and friends. Of all those that initially found out about the school/programme via an agency, 88 per cent went on to book directly with an agent. Interestingly, almost half (42 per cent) already had a clear idea as to which school they intended to study at.

Koreans were the dominant nationality on campus at US English language teaching facilities (24 per cent), compared with 11 per cent previously. This was followed by Swiss, Brazilian and Japanese students. If we look at overall representation by world region some common trends come to light. (continued on page 58).

Contact any advertiser in the this issue now

The following language schools, associations and accommodation providers advertised in the latest edition of Study Travel Magazine. If you would like more information on any of these advertisers, tick the relevant boxes, fill out your details and send.

Name

Company

Country

Telephone

Email


ASSOCIATIONS/GROUPS
English Australia
Fedele Spain
Groupement FLE
International House Spain
Languages Canada / Langues Canada
Quality English
Study Gold Coast
English Network (The)

ACCOMMODATION
Britannia Student Services
France Accommodation & Culture
Generation Estates
Sara's New York Homestay LLC

AUSTRALIA
English Australia
Lexis English
Study Gold Coast

CANADA
Braemar College
Coquitlam School District
ILSC - International Language Schools of Canada
Languages Canada / Langues Canada

CHILE
Latin Immersion

CHINA
iMandarin Language Training Institute

COSTA RICA
Intercultura Samara Language School
WAYRA Spanish Institute

CYPRUS
Language Conquests - EFL

ENGLAND
Accent Multilingual
Britannia Student Services
Cambridge Esol
Camp Beaumont
Clubclass Residential Language School
English Network (The)
Generation Estates
Interactive English
International House London
INTO University Partnerships
ISCis
Kaplan International Colleges
London Language Centre
London School of Business & Finance
London School of English
Malvern House London
NCUK
Oxford Royale Academy
Quality English
Queen Ethelburga's College
University of East Anglia
University of Essex - International Academy
Wimbledon School of English

EVENTS
Alphe Directors club
Alphe Miami
Fedele Spain
Quality English

EXAM BOARDS
Cambridge Esol
City and Guilds

FRANCE
Accent Français
CAVILAM
Ecole Suisse
French in Normandy
Groupement FLE
International House Nice
ILCF Institut Catholique de Paris
Langue Onze Toulouse
LSF Montpellier
Lyon Bleu
Paris Languese
Université d'été de Boulogne-sur-Mer

IRELAND
CES - Centre of English Studies

ITALY
culturforum

RUSSIA
Novamova

SOUTH AFRICA
LAL Cape Town

SPAIN
Fedele Spain
International House Spain
Inturjoven
Malaca Instituto

SWITZERLAND
EF Language Colleges Ltd.

TOURIST BOARDS
Malta Tourism Authority
Study Gold Coast

USA
Academia Language School
College of St Benedict & St John's University
ELS Language Centers
FLS International
Forest Ridge
Hargrave Military Academy
Madison ESL
Rennert
Riverside Military Academy
University of Arizona
University of California Berkeley
University of California San Diego
Zoni Language Centers

WALES
Gower College Swansea




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