Understanding the Dynamics of Language Centers in School Setting

Josephine B. Alarcon*
Research Center on Social Sciences and Education, University of Santo Tomas, Philippines.
Periodicity:October - December'2017
DOI : https://doi.org/10.26634/jelt.7.4.13765

Abstract

Language Centers (LC) are gaining local and international reputation for their contribution to English language training or proficiency. However, despite their widespread phenomenon, there is dearth in literature about them locally, or even perhaps globally. Using phenomenology, this paper aimed to explore the dynamics of language centers by identifying their purpose, programs, and practices. Data were gathered through in-depth interview with five language center directors. These LCs are all university-situated. Results of the interview surfaced three important concepts about the dynamics of language centers concerning their purpose which is termed what to harness, their programs termed what to highlight and practices termed how to handle. LCs exist basically to improve proficiency of non-native speakers of English, their language programs are flexible because they are based on the language needs of the clienteles /learners, while linkages make these LCs more profitable or successful.

Keywords

Language Centers, English for Specific Purposes (ESP), Purpose, Programs, and Practices

How to Cite this Article?

Alarcon, B. J . (2017). Understanding the Dynamics of LanguageCenters in School Setting. i-manager’s Journal on English Language Teaching, 7(4), 25-34. https://doi.org/10.26634/jelt.7.4.13765

References

[1]. Aurini, J. & Davies, S. (2004). The transformation of private tutoring: Education in a franchise form. Canadian Journal of Sociology, 29, 419-438.
[2]. Bush, T. (2001). Theories of Educational Management. Retrieved from http://cnx.org/content/m13867/latest/
[3]. Bush, T. & Middlewood, D. (2013). Leadership and Management of People in Education, 3 ed. UK: Sage.
[4]. British Council. (n.d.). Retrieved from www.british council.org
[5]. The Center for language education and development. (n.d.). Retrieved from http://cled.george town.edu/ programs/ englishsemester/
[6]. de Castro, B. & de Guzman, A. (2012). From scratch to notch: Understanding private tutoring metamorphosis in the Philippines from the perspectives of cram school and formal School administrators. Education and Urban Society, 20(1), 1-25. Retrieved from https://doi.org/10.1177/ 0013124512439888
[7]. de Castro, B. & de Guzman, A. (2010). Push and pull factors affecting Filipino students' Shadow Education (SE) participation. KJEP, 7 (1), 43-66.
[8]. Finn, J. & Achilles, C. (1999). Tennesse's class size study: Findings, implications, misconception. Educational Evaluation and Policy Analysis, 21(2), 97-109.
[9]. Foskett, N. & Lumby, J. (2003). Leading and Managing Education: International Dimensions. Sage.
[10]. Gebhard, J. (2010). Principles of EFL/ESL teaching: Teaching language as interaction among people, classroom management, and culture and the language teacher. USA: The University of Michigan Press.
[11]. Global English.(n.d.). Retrieved from http://www.global english.com/whatwethink/insights
[12]. Hinkel, E. (2001). Building awareness and practical skills to facilitate cross-cultural communication. In Celcerd Murcia, Teaching English as a Foreign Language, 3 ed. USA: Thomson Learning.
[13]. Johns, A. & Price-Machado, D. (2001). English for specific purposes (ESP): Tailoring courses to students' needs – and to the outside world. In Celce-Murcia, Teaching English as a Foreign Language, 3 ed. USA: Thomson Learning.
[14]. Kugler, M. (2001). After-school programs are making a difference. NASSP Bulletin, 85(3), DOI: /10.1177/0192636 50108562601
[15]. Lunenburg, F. & Ornstein, A. (2012). Educational Administration: Concepts and Practices, 6 Ed. USA: Cengage Learning.
[16]. McGeown, K. (2012). The Philippines: The world's budget English teacher. In BBC News. Retrieved from http://www.bbc.com/news/business-20066890
[17]. Mckay, S. (2002). Teaching English as an International Language: Rethinking Goals and Approaches. USA: Oxford University Press.
[18]. Stanford Dictionary of Philosophy. (2013). Retrieved from http://plato. stanford.edu/ entries/phenomenology/
[19]. Pong, S. & Pallas, A. (2001). Class size and eighthgrade Math achievement in the United States and abroad. Educational Evaluation and Policy Analysis, 23(3), 251-273.
[20]. Razik, T. & Swanson, A. (2010). Fundamental Concepts of Educational Leadership and Management. USA: Allyn & Bacon.
[21]. Sohn, H., Lee,D., Jang, S., & Kim, T. (2010). Longitudinal Relationship among Private tutoring, studentparent conversation, and student achievement. KJEP, 7 (1), 23-41.
[22]. inlingua International Ltd. (n.d.). The importance of Learning English. Retrieved from http://inlinguamalta. com/blog/the-importance-of-learning-english/
[23]. Wiggins, G. (2001). Starting with the end in mind: Planning and evaluating highly successful foreign language programs. PearsonSchool.com
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.