Identify your target market

March 31, 2010

Identifying your target market is a key piece of the marketing puzzle. If you don’t know who you’re promoting to, how can you promote your language or literacy program effectively? How do you, as educational leaders and program directors, identify your target market?

Start by asking yourself, who do you want to register in your program? For example, if your program caters to students 18 years of age or older who have completed high school, then that’s your target audience. You need to appeal to both them and their parents, depending on who is footing the bill. In such a case the actual “target market” would include both the prospective students and their parents, since both may be involved in the decision-making process. You’ll want to gear your marketing materials to both groups.

If your programs are filled with workers sponsored through workplace learning programs, your target market would include both the workers (your prospective students) and the companies who sponsor them.

Most language school owners or managers intuitively know who they’d like to have in their programs. The trick is to let everyone on your team in on your vision – especially the people who create your marketing materials. By clearly articulating – even in writing – who your target market is, you’ll make it easier for everyone at your school to promote your programs. The act of writing it down will also help you stay on track when tempting, but ultimately unproductive opportunities come your way.

When it comes to marketing materials, rarely does one size (or shape or colour or format) fit all. Once you have identified your target market, the next step is to create marketing materials designed for each group.  For example, if you have a program designed for seniors, it is unlikely that your web marketing will be the most effective tool for them, unless they are a particularly techno-savvy group of elders. A good, old-fashioned brochure, printed on good quality paper and placed in libraries and seniors’ centres, may be an excellent marketing tool for that group.  But for students and young professionals, web marketing is essential.

Also, you may want to consider the language you are using for different groups. A group of high-achieving professionals may be more interested in the end result of registering in the program, so using words like “results”, “benefits” and “achievement” may be appropriate. On the other hand, students looking for a holiday tour with a language study component may be more interested in the “experience”, the “immersion” and the “fun”.

Once you identify your market, you can tailor your marketing materials to that target group watch how it impacts your registration.

This post is adapted from Idea #4 in Dr. Eaton’s book 101 Ways to Market Your Language Program


The Plight of the ESL Program Director

March 29, 2010

Are you a frustrated ESL program manager?

I presented a paper a few years ago at the University of Prince Edward Island called The Plight of the ESL Program Director.  It reveals findings of a research study I did about English as a Second Language program directors and managers at the university level.

Here are the two main highlights:

  • Many English as a Second Language (ESL) program managers, are charged with the responsibility of marketing their programs and recruiting students internationally, often with little or no training (Eaton, 2005).
  • Not only are they set forth ill-prepared, the repercussions for insufficient revenue generation may be harsh, including having to fire instructors or having their programs may be closed by the very institutions they serve (Mickelson, 1997; Soppelsa, 1997; Staczek, 1997), many of which regard such programs as lucrative (Rubin, 1997).

Building on the work that has been done in this field to date, this research adds in the voices of three language program directors that I interviewed for this study. All of them directed different ESL programs, housed in different academic units at the same university. They offer commentary and insight into matters of importance for ESL administrators.

At the end of the paper, I offer some recommendations on how things may be improved for the future.

The full-text paper in .pdf format is available free of charge through the ERIC database.

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Language schools and Facebook: Just do it

March 26, 2010

Recently a colleague (someone whom I respect very much) told me that as far as social media goes, she has a “Just say no” policy. She claims it would take up too much of her time if she “did Facebook”. I felt like jumping across the table at the restaurant where we were enjoying lunch and strangling her.

Anyone who knows me knows that I am a big fan of social media. But me being a fan of it means nothing and that’s not why anyone should explore it. There is a one good simple reason why language programs should have an online presence, including a Facebook page. It is this: If you’re marketing something, you need to “be” where your prospective students are.

I have a client who runs an adventure language learning school in Europe. I’ve suggested to him that he focus his marketing efforts on finding students who are already into the adventure lifestyle. He’ll probably get more traction at outdoor expos than he will at a traditional language fair. He wants to “be” where his students are. He’s also looking at online marketing, and rightly so.

Why? Because his learners are young people, aged 18-25. And where are those folks? They’re on line. This age group rules the Internet. In particular, they’re on Facebook.

My adventure language learning school owner has it right, folks. If you’re marketing to 18-25 year olds, you don’t just want a website. You want an entire online presence that includes a Facebook page.

This means a Facebook page, at the very least. Don’t know how to get one? It’s easy and it’s free. I’ll give you an example. Here’s my company page: http://www.facebook.com/EatonInternationalConsulting

I’m not offering that up as shameless self-promotion, but rather to make it easy for you. On the bottom left hand side of the page there’s a link that says, “Create a page for my business”. Click on it. Make a page for your school.

See? Wasn’t that simple? 10 minutes of your time increases your online presence.

When you’re done that, send a note out to all your current and past students, asking them to become fans of your page. Yes, ask. It’s not cheesy. It’s how it’s done. Being a “fan” of someone’s FB page is code for “I think these folks are all right and I’m happy to be part of their community and support them”. (By the way, since I believe in practicing what I preach, why don’t you become a fan of my FB page while you’re there?)

Hopefully you already have a Facebook account for yourself and your students are your friends. If not, get yourself an account. Keep it professional. Search for a few student names and start adding friends. The term “friend” on Facebook can be your actual real, live friends and they can also be customers, business contacts and others. I keep my Facebook page fairly neutral and don’t mind if colleagues and former students are friends. It’s a good way to stay in touch.

If you go onto Facebook and do a search for groups using the term “language schools”, the results may surprise you. There are businesses listed who have hundreds of fans. Who are all these fans? Their current and former students, of course! The students use the school’s page as a place to post photos and exchange messages. It creates a hive of online activity, led in a large part by the students themselves. This is pretty much the perfect low-cost, high-impact marketing and promotion I am a big fan of.

When you’ve got your FB page, send me a note or drop me a comment on the blog and I’ll become a fan of your page. Why? Because I am way more of a “Just do it” kind of girl than my colleague in the restaurant. That is to say, when “just do it” is good for you, of course. When it comes to marketing it is definitely good to “do Facebook”.

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Why a literacy awareness campaign needs to engage youth

March 24, 2010

If you are putting together an literacy awareness campaign, whether it focuses on adult literacy or any other kind of literacy (numeracy, financial literacy, health literacy, technology literacy… you get the idea) it is important to engage youth in the process too. Why? Two reasons. First off, they are the adults of tomorrow. Secondly, we have seen trends where youth influence and educate adults on major shifts in thinking. Where adults get entrenched, youth and teens have open minds.

Let’s look at a couple of concrete examples.

1970s: The Metric System

Sarah Eaton literacy speaker keynote researcherIn the late 1970s metric was introduced to Canada. A major campaign was launched at all levels, including youth. I know this because I was a youngster growing up in Canada at the time. In school were given rulers, measuring cups and spoons to take home. I remember teaching my Mom how to use the new measuring spoons and cups. We looked at recipes together and figured out how to translate old measurements into new and vice versa. I wasn’t alone. My classmates were doing the same thing. The children of that era engaged their parents on what metric was and how it worked. Now metric is an integrated part of Canadian life.

1990s: Recycling

Sarah Eaton Calgary education literacy speaker keynote researcherIn the 1990s, a similar thing happened with the recycling movement, not only in Canada, but in the U.S.A. and various other countries, too. While the end objective was to get families and adults to recycle, the movement was actually led by the youth and teens who learned about it in school and took action. They educated their parents and other adults about the need for recycling.

Now that generation is now in their 20s, possibly approaching their 30s, and they have changed the way all of us think about our environment.

21st Century: Literacy

In the first half of the 21st century, literacy is our focus. We are reinventing our notions of literacy like never before in history. Any literacy Alphabet building blockscampaign that does not engage youth is incomplete. It is the youth who will lead the adults into new ways of thinking and acting. They will not only de-stigmatize literacy, they’ll make it “cool” to know about literacy and value it. And once it is “cool”, engagement levels will skyrocket. Literacy as a stigmatized issue will become a memory.

Literacy awareness campaigns, promotions and marketing should engage young people in as many ways as possible. It is they who will take new – or renewed – ideas and put energy into making them issues of importance. The youth will be agents of change when it comes to literacy in the 21st century, not us more mature folk.

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Nigeria launches national literacy awareness campaign

March 22, 2010

Nigeria has invested big dollars in a nation-wide literacy awareness campaign. Just last week it was announced that the National Commission for Mass Literacy, Adult and Non-Formal Education in Nigeria is launching a massive, national literacy awareness campaign across that country’s 36 states and the Federal Capital Territory.

Their plan (and a good one, I think) is to launch a radio awareness campaign. Literacy awareness campaigns differ from traditional marketing because they need to focus less on printed brochures, advertisements and other word-based forms of promotion. A radio campaign is a brilliant idea.

The country has invested 96.5 Million Nigerian nairas to fund this campaign. If I’ve done my math right, this translates into approximately $650,000 Canadian dollars, which is about $643,000 USD. Critics are saying this isn’t enough of an investment. Others are applauding the initiative.

I count myself among the second group. This is a tremendous initiative. A national campaign such as this requires a tremendous amount of planning, organization and coordination. I will be watching with interest as this unfolds.

Read more in this recent news article.


Language and Literacy Teachers as Leaders

March 18, 2010

Language and literacy teachers and tutors are leaders. Every day they act as role models for the students that they teach. They are a source of inspiration, motivation and encouragement. For the most part, they also lead by example. When a literacy tutor teaches a learner to read, write and learn the alphabet, it is because they have also learned it themselves and they are sharing what they themselves have learned. Many foreign language teachers have lived and taught abroad. They understand the difficulties in grasping a foreign grammar and new vocabulary, as well as culture shock and learning how to “be” in a new place.

Here are 5 tips for celebrating your role as a Language Leader:

1. Share stories with your learners.

Humans connect through stories and shared experiences. Tell your students about your own experience as a learner, or a story about someone you know. Think of a student you have who is struggling. Then go back into your memory banks and find an anecdotal story about you or someone else that may help your learner in some way – to provide relief, inspiration or hope. I advise changing the names of characters in your stories, to protect the innocent, of course. But it OK to share stories about former students who have overcome similar difficulties and succeeded. Connecting through stories is a powerful way to lead.

2. Share your own tips for success.

Students sometimes struggle to find strategies that will help them succeed. One way they figure out what will work for them is to get tips from those who have already done the same. As a teacher, you act as a leader when you share your tips that will help others succeed. For example, I had trouble learning to roll my “rr” when I was learning Spanish. I had previously studied French and my “r”s were too far back in my throat for Spanish. I struggled with the new sound of the trilled Spanish “rr”. My teacher gave me the tip of practicing it in the shower. (Seriously!) I practiced every day in the shower until I could do it.

As a teacher I passed that same tip on to my own students, telling that that practicing every day for just a few minutes is important. The method of doing it while doing something else that is pretty routine and does not require much “deep thinking”, also helps to decrease anxiety. It worked for me and my students tell me that it works for them too. They appreciated the tip! Every teacher has good learning tips. What are some of your personal success tips that you can share with your learners?

3. Show your humanity.

Adults have this thing about failure. Children are less self-conscious about it until they learn that it’s bad to make mistakes. Adult learners may have feelings of shame or stigma about what they don’t know. As a Language Leader you want to show your learners that it is not only OK to make mistakes and not know things, it is inevitable! What we don’t know creates a space for us to learn in. No one knows everything and we all have the capacity to learn. When you’re working with your learners find ways to take yourself down off whatever pedestal your learners may want to put you on and show them that you are just as human as you are.

4. Laugh with your learners.

Along with showing your humanity comes laughter. I tell my students about the time when I was giving a presentation as a young college-age student who was studying Spanish. I concluded my presentation, which was an anecdote about my experience studying abroad in Madrid with the line, “Y al final me quedé bien embarazada.” A few people in the class broke out into laugher and my teacher stifled her laughter. What I said was “I finished up good and pregnant”. What I meant to say was, “At the end of it all, I was really embarrassed.” Oops! Needless to say, there was no pregnancy involved, but there was embarrassment – both during the initial incident and during my class presentation. And I learned to say it properly in Spanish – “Me dio mucha vergüenza.”

I share that story with my students so they can see my humanity. We have a good laugh over it and hopefully, they learn from my mistake!

5. Encourage learners with a “can do” attitude.

Every now and again we all become discouraged. When this happens, it’s easy to say, “I can’t do it”. As a Language Leader, your job is to say, “Oh yes you can!” I tell my students that I am actually a very slow learner, which is true. I tell them about times I wanted to give up and didn’t. I tell them that by tapping into their own personal determination and perseverance, they will learn to read and write the way they want to. They will learn their verb conjugations. More importantly, they will empower themselves to gain new skills and experience the world in new ways – that their effort will be worth it.


Marketing SWAG for language and literacy programs

March 9, 2010

Swag is an important part of your promotional strategy. Otherwise known as “freebies”, “goodies” or “loot”, these are the items you give away to people in the hopes that they remember your program in a positive way.

The Concise Oxford Dictionary defines swag as:

  1. (slang) ( a) The booty carried off by burglars, etc. (b) illicit gains
  2. (a) an ornamental festoon of flowers, etc. (b) a carved etc. representation of this
  3. (Australia & NZ) a traveller’s or miner’s bundle of personal belongings.

Marketing swag has elements of all these definitions. We hope that people will carry their swag with them in their briefcase or backpack (i.e. their “bundle of belongings”). Swag is now considered de rigueur as part of “table decor” at trade shows. It is a necessary accessory to the adornment of any promotional booth. People love it because it is free, so they make off with it like hot cakes, often sheepishly tucking it into their bags with a slight feeling of either guilt or glee, possibly both.

Recently though, I came across a definition of swag that I like even better. In a 2007 blog post, Suzette Bergeron, a marketing expert in Maine defines swag as “Stuff We All Get”. She goes on to explain different types of swag such as promotional giveaways, prizes and business gifts. For those of you who work in with international clients, you know how important those business gifts can be when working with certain countries.

So rather than the traditional definition, I’m going to go with Bergeron’s. It’s easy to remember and it conveys the idea of marketing swag perfectly.

Swag for language and literacy programs should relate to your program somehow. Remember to include your logo and program name, and if there’s space your website.  The items need to reflect your purpose, your image and hopefully be useful to the recipients. Pens, pads of paper, book bags and even portfolios are all excellent swag ideas for language and literacy programs. Baseball caps, not so much. That is, unless you are offering an ESL program for baseball players. I’d also hesitate to go with items such as breath mints, eye glasses cleaning cloths and toys, all of which I have seen at educational trade fairs. When I see items like this, I scratch my head. I understand that they are novelty marketing items, but I question their longevity in the hands of the recipient once the novelty has worn off. Before you spend your money on swag ask yourself what is going to be most useful to those on the receiving end. You want them to hold on to it, make it part of the bundle of things they carry with them for a long time and most importantly, remember you by it.

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


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