English Language Teaching management research in post-compulsory contexts: still ‘crawling out’?

Abstract

This paper explores the field of post-compulsory English Language Teaching (ELT) management research, enquiring into its identity, legitimacy and development, by identifying and discussing issues, problems, and controversies. It reviews the nature of the ELT sector as a predominantly commercial educational service with a significant role in 'inner circle' economies. An examination of the ELT management literature follows, which suggests that research in the sector is sparse, fragmentary, and lacking in scope. The application of Fisk, Brown, and Bitner's typology indicates that ELT management research appears to lack most of the features of a fully evolved research discipline and is, in effect, still 'crawling out'. Actions recommended to advance the field include clarification by researchers of its nature and parameters and the development of a research agenda, accompanied by a significant expansion of research activity.

Nexus Analysis as an Approach to Navigate Change

“…Although not true in every case, many new ELPAs find themselves filling multiple roles simultaneously (e.g., admissions officer, facility manager, accountant, and teacher) with little time to self-reflect. To manage this difficult balance, ELPA professional development literature suggests primarily topdown solutions for ELPAs but often overlook the influence of individual stakeholders and interpersonal communication within the program that shapes the educational environment (Pennington & Hoekje, 2010;Walker, 2011;White et al, 2008). Even rarer within the professional development material for ELPAs is literature addressing individual leadership experiences or learned assumptions about managing and supervising that might guide the decision-making process of ELPAs.…”

ESOL as Business: Time for the Market‐Oriented Teacher?

“…Anecdotal claims in respect of teachers have included, for instance, poor remuneration, heavy teaching loads, and lack of management consultation, whereas allegations have been made of poor course quality, the hiring of unqualified or underqualified staff, inadequate resourcing, and unethical treatment of students. However, because private‐sector ESOL receives little exposure in the literature, hard data backing up anecdotal accounts is hard to come by (Walker, ). Occasional empirical findings do appear to support such claims; for instance, a finding that both working conditions and treatment of students in private‐sector institutions were perceived by staff to be inferior to those obtaining in tertiary counterparts (Walker, ).…”