Understanding the Dynamics of Language Centers in Non-School Setting

Abstract

Language centers as a form of outside schooling are gaining local and international reputation for their contribution to English language training. However, despite of them being widespread, only very few and limited researches have been conducted about them. This paper, hence, aimed to explore the phenomenon behind language centers by identifying their purpose, programs and practices that made them effective contributors to English language education despite their deregulated status. To collect data, the study used semi-structured interview and class observation conducted among five language centers situated in a non-school setting. Results of the interview showed that although language centers are deregulated educational institutions, they follow a structure similar to a regular school, but may differ when it comes to flexibility of curriculum, diagnostic procedure, classroom management and student evaluation process. It was also observed that while language centers are primarily profit-driven, they abide to learning philosophies or institutional objectives that are transformed and applied to their teaching approaches and style.   Other data from interview were classified according to instructional management style, administrative roles and policies and human resource management. Furthermore, it has also been observed how language centers play an important role in the economy and society.