The Administration of English as a Second Language (ESL) Programs: Striking the Balance Between Generating Revenue and Serving Students

Critical Perspectives on International Education Sarah EatonI am squealing with joy to share this news with you. Four years ago, Dr. Yvonne Hébert, a professor of Education at the University of Calgary invited me to submit a chapter for a book she was co-editing with her colleague, Dr. Ali Abdi.

I submitted a chapter that focused on the difficulties managers of ESL / EFL programs face when it comes to the pressures they face to generate revenue for their institutions and focussing on students’ learning.

You would think that an administrator’s first priority should be to serve students. Morally and ethically that may be true. In terms of practicalities, the reality can be quite different. Many program administrators face great pressure to “put bums in seats”. This chapter addresses some of those difficulties.

“The Administration of English as a Second Language (ESL) Programs in Higher Education: Striking the Balance Between Generating Revenue and Serving Students” (pages 149-162) is my contribution to the new book called Critical Perspectives on International Education that has just been published by Sense publishers in Rotterdam.

The book is now available in paperback and hardcover:

ISBN Paperback: 9789460919046 ($ 49.00)
ISBN Hardcover: 9789460919053 ($ 99.00)

It may also become available as an e-book in 2013.

There has been so little published about the difficulties that English language program leaders face in terms of the moral, ethical and business decisions they must make every day in their administrative roles. More conversations and dialogue need to happen to help managers and directors make wise decisions.

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One Response to The Administration of English as a Second Language (ESL) Programs: Striking the Balance Between Generating Revenue and Serving Students

  1. Gareth Evans says:

    It is a continuing struggle. More than three quarters of a century ago when C.K. Ogden was developing Basic English as an international language Prof West at the Ontario College of Education used his influence to promote his agenda. Basically the divide was between introducing learners first to the words that allow them to give expression of their ideas on the Basic English side or to count all the words used and teach the most common words first on the West side. By the age of three it is my observation many children already have assimilated the most common words they need and educators could be of use by giving them a system that fills in gaps and giving them a view as Basic English does of the task ahead. Conventional education has failed for 75 years and continues to fail to do this as well as it could be done.

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