Globalization : The tendency of investment funds and businesses to move beyond domestic and national markets to other

markets around the globe, thereby increasing the interconnectedness of different markets. (Webster's 2007)

Globalization is sweeping the way

businesses do business. Since this new globalization

began, English and the acquirement of the language has

become much more important. (Kell 2004)

What are the ramifications of all this globalization of education?

What are the ramifications of all this globalization of education?

Are the students getting what they pay for?

What are the ramifications of all this privatization of education?

Are the students getting what they pay for?

Who are the major stakeholders in the global English language market?

What are the ramifications of all this privatization of education?

Are the students getting what they pay for?

Is all this globalization and one word language a good thing?

These are just some of the issues that will be discussed in:

By Lance NoeFor Global Challenges in Adult Education – Task 4 University of Wollongong

2007

Over the past 20 years English language proficiency has become an important element in the global economy. English is now used in every developed country and as a common second language in many developing countries such as the Philippines, Indonesia and throughout many African nations.

Proficiency in English is linked to good jobs, reduced periods of opportunity, overseas study opportunities and the possibility of migration to desired destinations such as the United States, Australian, New Zealand and Canada.

(Kell 2004)

Many people in developing nations see English as their way out. A chance at a better life, a new start or more opportunities

for success.

The promise of wealth and prosperity that is

imagined by many who crave English proficiency is partly fuelled by theimagery of consumption and gratification that represents "mainstream" Anglophone popular

culture inmusic, movies and computer basedentertainment. (Kell 2004)

But what are some of the consequences of this push for language proficiency? Are students getting what they paid for?

But what are some of the consequences of this push for language proficiency? Are students getting what they paid for?

Is it simply a money scheme?

How are all of these companies that have stakes

within the English language acquisitionconnected?

To explore this we will be looking at three major stake holders in the Business of

English: private institutes, high stakes test and

universities.

Private institutes have been around for ages. They offer students of all ages more

personable, possibly one-on-one help, more flexible schedules and, more often

than not, a guarantee of success.

Berlitz, an international leader in language acquisition, offers its students

a guarantee of success.

(Berlitz 2007)

Many for-profit private institutes are in the Business of

English and language preparation/acquisition such as Berlitz,

British Council and countless others have hopped on the bandwagon to offer their

services to those seeking to require English as a second or foreign language and they too offer promises and glory of

English acquisition.

These business are not just U.S. bound either. Most of these schools make their bread and butter in overseas countries.

Catering largely to EFL constituents' that need English for various reasons.

Many companies such as Berlitz and British Council use books that they

themselves have produced. This ensures that they can charge any price they like

for their materials since you cannot go to the local bookstore and purchase

cheaper books.

(Berlitz 2007)

It also is intended to give the students a sense of validity that these companies did research, testing

and observations in order to achieve the highest standard of

teaching materials.

However, in their defense, they do offer students who go through the program a guarantee that they will succeed.

Although, big conglomerates seem to dominate the language acquisition field it is actually the “mom and pop” businesses that make up the majority of the landscape. I, myself, worked for 3 schools in Korea and all were locally owned and operated.

 

Overseas language schools are big business and competition is cut throat.

I know from personal experience that all of the schools I worked for were constantly looking over their shoulders to see who was following them as well as trying to look at their competitions results and methods.

According to KOTESOL (2006), schools and private institutions are the number one fastest growing industry in South Korea. More charters, business licenses and permits are given to schools than any other business.

However, almost no school in existence, outside the

accredited public schools, international schoolsand colleges give any type of diploma,

completioncertificate, score, grade or degree when thestudents finish a program. There is no

accreditationinvolved at all.

Many schools do give monthly report cards, but these are extremely

subjective and have very little to absolutely no, barring on the students accomplishments. Very

few if any, are recognized by any of the major stake holders covered in this paper, including

other private institutes.

Student satisfaction is now a huge issue with many of these private institutions. Since there are so many academies to choose from, students can now afford to be picky and decide the school that fits their needs, is cost effective and most importantly, grants a good education; but are they getting a good education?

This issue of satisfaction is addressed in a journal article by Adrienne Jones (2000) entitled, “Disgruntled customers have their say.” Ms. Jones conveys how international students are dissatisfied with the way they are treated within the Australian education system. The students feel like they and their money is being taken advantage of. The must pay higher prices for education, face discrimination in the work place, longer than usual wait times on visa processing, and are given no concessions like other students.

Many students feel lied to by the recruiters, agents and universities in Australia about the conditions, education

and help they would receive.

The same is true for many private institutions in their home countries, the only difference being that it is easier to change there.

Many students are taught by unqualified teachers in a school that is only concerned with the bottom line not the education objectives. Many schools are only seen as venture capital not as academic establishments.

In many Asian cities the demand for teachers operates at several levels and includes the recruitment of teachers through agencies who may or may not be qualified. The growth in the market and the demand for teachers has eroded the value of formal and standard EFL and ESL qualifications and seen the development and demand for so called "native speaking teachers". This criteria has been generally applied to speakers of English from Australia, Canada, New Zealand, the United Kingdom, The United States and Ireland and represent the emergence of a racially based employment market as the term "native speaker' tends to be interpreted as a code for "white teachers"(Singh, Kell & Pandian 2002).

With new schools cropping up every day, the need for teachers to teach in these private institutions is also increasing. This need has sprouted a new career and industry for the Business of English, the recruiter.

Recruiters are usually small businesses consisting of 2 – 5 people total. Most of their work is done online, posting and advertising for positions that need to be filled.

They become friends with schools and other businesses and work to keep them constantly supplied with qualified and energetic employees. All of this is done for a fee of course! This headhunting is a huge business, especially in the private sector.

The average recruiter makes around 1,000,000 won (approx. 1,202 AUD) per employee they put with a school. The national average is approximately 150+ teachers a year per recruiter. (KOTESOL 2007) That is a sizable business even in a hot and often overcrowded field.

Not all recruiters need a business license either. Many recruiters work out of their homes

and since all their work is done through the internet, newspaper advertising and on college campuses, they can avoid many of the expenses that come with having a business center. Many of these small recruiting companies are also

not located in the city they are recruiting for.

Adventure Teaching Korea (AT Korea 2007) is one such recruiting company.

HOWDY!

It is ran and operated by two western guys who once taught in Korea. One of the guys is married to a Korean and lives in Korea, the other lives and works in America. Together they can kill two birds with one stone.

안녕하세요

The partner in Korea finds schools, jobs and other employment opportunities

and the other

sets up the webpage, papers college campuses with

flyers and advertises online.

They have only been in the business for 1 year and have already recouped their initial expenses. This tag team approach is helpful in another way,

THEY BOTH SPEAK ENGLISH!

Many employees when looking for overseas jobs say the hardest things are the cultural differences and understanding the host countries accents. By eliminating or helping soften that, these business men have hit onto a niche and are reaping the rewards.

Recruiters are not the only ones reaping the rewards either. Governments, websites, conferences, work study programs, internet tutoring, text books, test preparation manuals, English for Academic Purposes classes and English tourism are all on the bandwagon hoping to get a slice of the Business of English pie.

English tourism or Work and Learn programs are one of the fastest growing aspects of the Business of English. Australia and England are the major contributors to this industry. Many companies like English Language Company in Sydney (ELC 2007) offer students a unique opportunity to study, work and travel in the new host country.

These courses last anywhere from one month to a year in length and promote the culture, increase the national revenue, and tourist dollars as well as provide the students with a one of a kind experience.

Peter Kell (2004)in his article, Appropriating English: The Global Business of Teaching English in South East Asia addresses such items as English Tourism.

 Hybrid Enterprises refers to the emerging integration of public and private education and training organization that operating in consortia. This also includes the growing involvement of non education providers such as publishing and multimedia firms in the global ELT market. This group of providers now includes private arms of universities as well as international consortia of previously independent language schools into franchised language schools. Many of these consortia have global dimensions and operate like franchised chains with branches across Europe, Asia, North and South America.

Today, trends such as the rise of the Internet and the globalization of knowledge have the potential for creating severe problems for academic institutions and systems in smaller or poorer nations. (Altbach 2001)

Another huge slice of the Business of English pie goes to high stakes test.

High stakes test such as IELTS, TOEFL and TOEIC are eating and chewing up

the money!

These test are now required for any overseas student who wants to train or study in a foreign country. Many businesses within the country too require an English proficiency score on the applicants resume.

By making these test standardized and needed, even more private institutions have sprung up catering only to these test. They offer study skills, practice test, one – on – one tutoring and guarantees!

These high stakes test feed into the money making scheme in a huge way.

These high stakes test feed into the money making scheme in a huge way.

Students are required to take these tests in order to leave their home country and seek their education, business or life elsewhere.

These high stakes test feed into the money making scheme in a huge way.

Students are required to take these tests in order to leave their home country and seek their education, business or life elsewhere.

It usually does not take just once to pass these tests either. The average is 3 times (IELTS). With the IELTS test costing $295 (AUD) each time it is taken, that is almost $1,000 in test fees alone.

These high stakes test feed into the money making scheme in a huge way.

Students are required to take these tests in order to leave their home country and seek their education, business or life elsewhere.

It usually does not take just once to pass these tests either. The average is 3 times (IELTS). With the IELTS test costing $295 (AUD) each time it is taken, that is almost $1,000 in test fees alone.

This does not take into consideration the time, energy and money to prepare for these tests.

Universities and other postsecondary institutions are expected to generate more of their funding. They have had

to think more like businesses and less like educational institutions.

(Altbach 2001)

Universities are the last major character in this drama.

This is usually the ultimate goal of anyone studying English, right

behind actually moving to a foreign country and obtaining citizenship.

Universities are, quite possibly, the crucial mob boss in this entire

dilemma.

Colleges and universities must up hold a high standard for entry, especially with international

students, and in order to obtain the right numbers, students must meet

these high standards. This makes the school look good, by not just letting

anyone in regardless of their qualifications and it sets a standard

for others to meet.

Because a university degree is the ultimate goal, it is this establishment that usually sets the standards for all

of the other major stake holders.

Although, some might argue that it is actually the high stakes test that run

the game. (Phillipson 1992).

If universities are to survive as intellectual institutions, they must pay close attention to their core responsibilities of teaching, learning, and research. (Altbach 2001)

To dramatize my point I will give an example of a current University of Wollongong student who has gone through this process and has incorporated all of the major stakeholders in his journey.

Yoshiro* (not his real name) is a Japanese student who wanted to study in Australia. To do this he first attended at least five English academies over the span of 10 years in order to learn the language, Although his high school did offer an English course, it was not enough to help him. He then attended 3 more schools in order to study for the high stakes test that is necessary for entry into the university. One was a testing skills school and two preparation institutes.

“Learning English is the hardest thing I have ever done in all my life.”

In order to pass the test he had to take the test multiple times, 4 to be exact, and received a high score of 5.5.

To find a good school Yoshiro contacted a local agent to help him with funding, finding and following through with his dream to study overseas.

The agent was a freelancing agent that worked with students looking to go overseas. This, therefore, cost Yoshiro yet another out of pocket expense.

“It was so expensive to hire this agency. I was shocked! But I thought I would get a much

better outcome if I did this way. Plus, I was so busy and the agencies are in Tokyo, far from my home. They said to me they would handle it all. Sadly, they only did the paper work. They didn’t offer in language lessons, help with relocation or explain all the cost and issues to me. I was

so angry!”

After deciding on a school, a school he found – NOT his agent.

“They only wanted me to go to certain schools and those schools did not offer the classes I wanted. I think they

were getting fee from that school.”

He discovered his IELTS score was too low to enter the school. He now had a couple of decisions to make.

He could continue to study in his home country and take the test again and again until he obtained the necessary score or he could attend an “English of Academic Purposes” or “English Tertiary Studies” class in Australia.

“My agency pushed me to come to Australia and study, although I was scared of the cost. But it was a good

decision in the long run.”

These classes prepare the students, with a

test score of 4.5 – 6.5, to be an active member in an all English university environment.

After going through the program, which could last anywhere from a month to six months,

depending on the students initial IELTS score, they are GUARANTEED a spot into the

university if they pass the test set up by the school.

Moreover, these classes are not free. Many times they cost just as much as a semester at the university. These fees plus the extra 1 – 6 months’ rent, food and spending money can

add up since loans do not cover this time period.

Yoshiro chose to take an English for Academic Purposes course in Sydney.

The course he was required to take, based on his IELTS score was 10 weeks. The cost of the school, accommodations, food and expenses were all out of pocket.

He finished the course and was accepted into the Masters of Education – TESOL program at the University of Wollongong.

“It was the happiest day of my life! For the first time ever I thought it was all worth while.”

Once he was accepted he was then required to pay international students rates, these rates are usually double what Australian students must pay.

“This was such a big shock to me. The fee cost the agent told me was wrong fee cost!”

Adding up the private institutions fees, recruiters fees, test fees, transportation, visas, tuition, accommodations, food, time, energy, preparation and basic living cost; when all is said and done, our friend Yoshiro has spent up to 10+ years preparing for and well over $200,000 (AUD) in the process of attaining an Australian Masters degree.

“No one warned me of the cost, the time and the sacrifice I would be making to come here. NO

ONE!”

When asked, was it worth it?

Yoshiro paused,

shook his head

and said,

“Only time will tell.”

Sadly, Yoshiro’s story echoes many of the students currently enrolled in universities all across Australia.

Sadly, Yoshiro’s story echoes many of the students currently enrolled in universities all across Australia.

They feel betrayed by agents how are more interested in taking their money than preparing them for their future.

Sadly, Yoshiro’s story echoes many of the students currently enrolled in universities all across Australia.

They feel betrayed by agents how are more interested in taking their money than preparing them for their future.

Let down by their previous schools

Sadly, Yoshiro’s story echoes many of the students currently enrolled in universities all across Australia.

They feel betrayed by agents who are more interested in taking their money than preparing them for their future.

Let down by their previous schoolsFrustrated by the endless expenses

Sadly, Yoshiro’s story echoes many of the students currently enrolled in universities all across Australia.

They feel betrayed by agents who are more interested in taking their money than preparing them for their future.

Let down by their previous schoolsFrustrated by the endless expenses Unsure if it was all worth while

Looking at the market for money making in this global scheme it is no wonder that there are so many stake holders involved and interconnected.

I think the definitive question to be asked with all of this research is what do the students receive? How does it benefit

them?

Is it worth it?

Remorsefully, I think the answer is, NO!

Although many people still continue to study

English and with great improvement.

They are being let down by the very structures that are suppose to be supporting them.

With this move more and more toward globalization it is the student that is left

behind. (Phillipson 1992)

Changes need to be made to ensure that the

providers of education , are doing just that.

Students also must be aware of how these parties are connected to one another in order to avoid being taken advantage of.

However, I believe it is up to the companies themselves to look at their own marketing, ethical practices, and customer satisfaction

in order for things to really change.

Globalization and the privatization of education is becoming increasingly predominate in the modern world.

However, with a little knowledge, you the consumer, will be able to make choices that give you the benefits you deserve

instead of feed the hungry beast that is …

Altbach, P. G. (2001). "Higher Education and the WTO: Globalization Run Amok." International Higher Education Spring 2001.

AT Korea. (2007). "Adventure Teaching Korea." Retrieved October 11, 2007, from www.adventureteachingkorea.com

Berlitz. (2007). "Berlitz Total Immersion Guarantee." Retrieved October 11, 2007, from www.berlitz.us

ELC. (2007). "English Language Company." Retrieved October 11, 2007, from www.englishlanguagecompany.com.

Jones, A. (2000). "Dissatisfied customers have their say." Campus Review 10(26): 12-18.

Kell, P. (2004). Appropriating English: The Global Business of Teaching English in South East Asia. Asian Studies Association of Australia, Inc. Canberra, Australia, The Australian National University.

KOTESOL. (2007). "English Language Institutes - The growing economy of South Korea." Retrieved October 10, 2007, from www.kotesol.org.

Phillipson, R. (1992). Linguistic Imperialism. Oxford, England, Oxford University Press.

Singh, M, Kell, P., Pandian, A., (2000) Appropriating English: Innovation in the Global Businessof English Language Teaching, Peter Lang, New York.

Webster's, M.-. (2007). "Merriam - Webster's Online Dictionary." Eleventh Edition. Retrieved September 1, 2007, from ww.m-w.com.