Post on 01-Feb-2023
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Introduction
A growing interest has been directed recently towards the global development of
English Language Teaching (ELT henceforth). Jabeur (1999) argues that ``to elude
impetuosity…the development of new English training tracks in view of the existing
favorable policy guidelines must be based on…scientific considerations”. In other words,
attention has been directed recently towards the different mechanisms and factors that
define and influence ELT institutions. Clearly, there is a need for a research to inform the
theory and pedagogy of ELT institutions.
Previous educational research focused on ELT in the Public Sector. The results
have added to our knowledge. However, there is a lack of information on the Tunisian
ELT private sector. Jabeur (1999) argues that ``there is an urgent need…to upgrade the
quality and the cost-effectiveness of the ELT service.‟‟ In addition, Daoud (1999) states
that ``private English language instruction, although substantial given the unprecedented
public demand for English in recent years, is not taken into account in the official
curriculum”.
The present study seeks to investigate how the BC managers improve the quality
of English courses and its ELT programme to prepare students and professionals and to
have better work opportunities and work more effectively.
The study consists of three chapters. The first chapter reviews the relevant
literature on ELT, provides information on ELT at the international level and in Tunisia.
Second, it describes ELT in the Tunisian private sector and introduces the components of
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ELT management. The second chapter deals methodology. It describes setting,
informants, data collection and analysis. Finally, the third chapter discusses the results of
the investigation.
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Chapter One
Literature Review
This chapter reviews ELT as an overall framework. First, it focuses on the nature
of ELT, and present on ELT at the international and local levels. Second, it reviews ELT,
in the Tunisian private sector, at management in terms of its mission, teachers, courses,
finance, marketing and infrastructure.
1.1. English Language Teaching
1.1.1. Defining ELT
ELT comprises a wide range of divisions. Hutchinson and Waters (1987)
represent ELT in terms of a tree that comprises three main branches: English as a Mother
Tongue, English as a Foreign Language and English as a Second Language. As opposed
to English as a Mother Tongue, Teaching English for non-native speakers is usually
referred to Teaching English as a Foreign Language (TEFL or EFL), or Teaching English
as a Second Language (ESL). The term TESOL (teaching English to speakers of other
languages) is used in American English to include both TEFL and TESL. British English
uses ELT because TESOL has a different, more specific meaning. Some ELT centers in
non-English-speaking regions divide it into: English for Specific Purposes (ESP) and
General English as the two main subdivisions of EFL. Furthermore, ELT is considered as
an umbrella term to many English Teaching and Learning branches: EAL (English as an
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additional language), ESD (English as a second dialect), EIL (English as an international
language), ELF (English as a lingua franca), ESP (English for Specific Purposes), and
EAP (English for academic purposes). Some terms that refer to English learners are ELL
(English language learner), LEP (limited English proficiency) and CLD (culturally and
linguistically diverse). The diversity of these branches is due to the divergence of the
learners‟ needs, and the English language situation in the target country.
ELT is not merely a matter of training students in a particular set of skills. Rather,
the occupation of ELT is profoundly characterized by principals and values. Such values
are complex and characterized by dilemmas and conflict. Hutchinson and Waters (1987)
argue that ELT is not a matter of teaching a special variety of English, for instance being
an EST (English for science and technology) learner does not imply the use of a special
form or a special lexis or grammar of the language. Though there are some features
typically linked to a particular context of use and which, therefore, meet the learners‟
needs. But these differences do not suppose that the process of learning should be any
different for the learners of one branch than for learners of another one. For instance, ESP
learners and General English learners have different objectives, and are exposed to
different contexts; yet they are taught in the same way. In other words, ELT underlies
English use in terms of methodology, underlying structure and the range of proficiency
and abilities. In this regard, Daoud (2001) asserts:
`` ESP must be seen as an approach not a product. ESP is not a particular
kind of language or methodology, nor does it consist of a particular type of
teaching material.”
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1.1.2. ELT in the International Context
Globalization denotes the modern trend towards a greater interdependency of
economies and societies around the world. This new phenomenon would lead to a
functional language that everybody understands; a common language that ensure its
growth and helps the newcomers to control any target situation in order to satisfy their
communicative needs. The most suitable and adaptable vehicular language today which
meets these requirements is English. Kathleen and Kenji (1999) state that ``it is the most
widely used by non-native speakers, making the teaching of English as a Foreign
Language a very important endeavor.‟‟ English is for most people the language that
should be taught or learned since it has become the language of politics, economy, wars,
exploration of space, technology, the use of nuclear power, news, the Internet, and so on.
The Economist in its article „The triumph of English‟ (2001) highlights this tendency:
”IT IS everywhere. Some 380m people speak it as their first language and
perhaps two-thirds as many again as their second. A billion are learning it,
about a third of the world's population are in some sense exposed to it and
by 2050, it is predicted, half the world will be more or less proficient in it.
It is the language of globalization…”
English has always been a very dynamic language. An article in the Wall
Street Journal (1993) cited in Jabeur (1999) supported that ``English is not the language
of American and British natives only. It is our language too‟‟. English has always been
subject to a great deal of external and internal influences that have pushed its
development forward. Baldauf and Gernudd(1983) and Swales(1985) have shown that
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the proportion of academic articles written in the area of science, technology, and
economics has been increasing rapidly; and it is estimated that of the several million
articles published every year at least half are published in English(Swales, 1987). Many
ELT centers originated from the growth of ELT worldwide. The British Council, for
instance, stated in its Annual Report for 1987/8 that it was running 50 Direct Teaching
Centers in 31 countries and was planning further centers in 3 more countries. It also
reported that over 40 per cent of its revenue was derived from English language services.
Similarly, AMIDEAST is expanding its study abroad programs in the Arab World in
Egypt, Jordan, Kuwait, Morocco and Tunisia.
1.1.3. ELT at the Tunisian Context
The Tunisian context is characterized by a dynamic and a complex language
situation. After the native language of everyday‟s communication, Tunisian Arabic (TA),
Modern Standard Arabic (MSA), generally used in official discourse, media, schools, and
French, the second language, used both in and out the school setting for both official and
informal situations, came English the Foreign language that is taught and used only in
classroom settings. ELT has been the subject of debate since Independence and continues
to influence the future of the country both at the educational and professional level.
Clearly, in the Tunisian local context, ELT has undergone great change. The
number of hours allotted to teach the language in the curriculum and the limits on the
numbers of students per class allow better results in communicative skills development.
In addition, the syllabi are more streamlined and profession-oriented. In other words, the
importance that Tunisia attributes to ELT is assumed to gain positive outcomes, given
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that globalization is a contagious phenomenon. Crystal (2003) suggests that `` All the
evidence suggests that the position of English as a global language is going to become
stronger.”
An article entitled „English for the future‟ also proves the ongoing ELT projects.
In fact, the Tunisian Ministry of Education and vocational training with a collaboration of
the British Council signed recently a Memorandum of understanding to prepare for
planning ELT reform in Tunisia. The project aims at designing and introducing new
English language materials and test books for primary and secondary education. The
Tunisian Minister highlighted the country's focus on improving education and asserted
that: "Since its Independence, Tunisia has decided not to invest in arms but to invest
instead in education”. Accordingly, the budget for the Ministry of Education is one fifth
of the whole state budget. He also noted that it is time “to go further and work more on
quality”. Besides, Lord Kinnock, the Chair of the British Council, and former Leader of
the Labor Party, noted that:
“Our commitment to Tunisia, to education specifically, and within that to
English language teaching and training is very strong indeed and we would
like to do much more of it”
The project also aims to focus on training Tunisian teachers of English to reach a
certain level of expertise, especially since there has been an increase in the number of
English language teachers and students. As a result, the Tunisian President Ben Ali had
decided to introduce English teaching for sixth year primary school children, which was
revolutionary in Tunisia where people have been accustomed to French. So “the new
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teachers will need more training” explained Mr. Hatem Ben Salem, Minister of
Education. Accordingly, the project initiative has begun by assessing the current situation
of ELT in Tunisia before planning to set out a clear feasible strategy. The British Council
Director, Peter Skelton, stated:
"Just over a year ago we had a three person scoping mission -
distinguished consultants from the UK - who worked with a team from the
Ministry and looked at the whole situation of ELT, root and branch…The
team produced a very weighty report…which will be the basis for work on
the way forward”
The British Council Director added that the project could last as long as eight
years “as it is one of the biggest investments the British Council has made anywhere.”
However, the success of ELT in Tunisia and the spread of English as the current
international and prevailing language are called into question. The growing popularity of
foreign languages, English in particular, demands new ways of teaching and additional
resources in terms of teaching staff, equipment and materials. ELT is certainly not given
the sustained attention it deserves. Daoud (1999) confirms the worrying tendency towards
ELT in Tunisia, and claims:
„„Several fundamental conditions for successful curriculum development
innovation remain unmet…If we are interested in innovation in ELT in
Tunisia, we must recognize that effective curriculum design requires an
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adequate policy and resources, careful planning, professional
implementation and objective evaluation.‟‟
A part from strengths in policy statement about the need for English, more and
better pre-service training courses and the development of coordinated programs, the
weaknesses are largely numerous and more serious. Daoud (1999) listed a review of
weaknesses that should be taken into account mainly: the lack of a clear ELT policy, the
lack of coordination between the basic/secondary, vocational and higher-education ELT
programs, limited involvement of ELT professionals and other stakeholders in ELT, and
insufficient time allotted to ELT on the timetable. As opposed to the public sector, the
Tunisian private sector is not taken into account by the Tunisian Ministry of Education
when it comes to ELT curriculum and program implementation. However, Huberman
(1973) asserts that because of “the unprecedented public demand for English instruction
in the private sector, we seem to have reached the „early majority stage‟ on Huberman‟s
innovation adoption curve.‟‟
1.1.4. Dimensions of ELT
Apart from being an approach to language teaching, ELT has different dimensions
that should be planned and organized to fulfill the prescribed goals. Administration,
teachers as well as learners are the three substantial dimensions that are reflected upon
distinctively in every ELT Center. The learner is essentially the target element which the
ELT centers are established for and for whom the language courses are promoted. The
teacher, on the other hand, is the one who enables the learner to learn how to think in
English and help him use the language accurately and smoothly. For the administration,
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the role is rather generative. Its role consists of creating the rules and planning for both
the learning process and the teaching program. This study, henceforth, tackle the
administrative dimension which occupies the pyramidal peak. In addition, the
administration is fundamentally based on various aspects that greatly influence the ELT
process mainly: mission, teachers and staff, courses, infrastructure, marketing, and
finances.
1.2.ELT in the Tunisian Private Sector
The participation of private foreign centers in international projects has an
enormous impact on teaching and learning the target language, especially in helping
students improve their proficiency. Hopefully, in Tunisia, the projects related to different
ELT private centers and the development of systems for the assessment of language
proficiency for learners, especially beginners, are having a positive impact on ELT public
educational sector. Similarly, Daoud (1999) shares these particular concerns. Because of
the changing nature of ELT, the private ELT centers are exerting great influence over the
learners and are welcoming more and more people who approve their efforts in helping
the new comers to step up and improve their English. According to the directors of the
British Council, AMIDEAST and IBLV, these private ELT institutions admitted a
student population of about 8,000 until 1999 (Daoud, 2001).
In this regard, the focus on ELT administration is essential. Administration plays
a primary role in improving ELT process acting as both the agent of change, by virtue of
the role of its members as managers and professional instructional leaders, and target of
change. Thus, the administrative department in the Tunisian private centers should be
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perceived from different angles. The policy decisions in terms of mission, infrastructure
and provision, curriculum, teachers and administrative staff, and marketing along with
the finance are prominent divisions in achieving the prescribed ELT goals.
1.2.1. Mission
Educational institutions in the Tunisian private sector have more or less the same
mission. If the term is perceived from a holistic dimension, the mission of every
institution is to encourage students to improve and perform better in order to succeed.
However, Kotler (1991) argues that “a mission statement is a statement of the
organization‟s purpose, what it wants to accomplish in the larger environment”.
According to Simpson and McConocha (1991), the mission of an educational
organization should be related to people‟s needs instead of just products. Needs are more
enduring.
Obviously, the educational mission differs from one institute to another in terms
of curriculum emphasis and specialization which depends on institutional variables such
as students, community needs, and so on. The mission of the Bourguiba Institute of
Modern Languages (IBLV), founded in 1964, is to teach modern languages, and conduct
applied research in methodologies for teaching modern languages to adults aiming at
learning or improving their proficiency in a foreign language. By the same token,
AMIDEAST has the mission of helping to develop mutual understanding through
programs for Americans to study in the Middle East and North Africa and interact with
the peoples and cultures of the region.
For the British Council, the UK's international cultural organization, the mission
consists in various aspects mainly teaching English, providing the latest information
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about the UK and promoting British education and training. In terms of ELT mission,
many BC learners highlighted the lack of consistency in the way English is taught. A
student in the British Council asserted that „„it is rather an attempt to interact and
socialize with British teachers in a limited amount of time,…their mission is to teach us
English, we do learn some vocabulary and some rules of grammar but as we leave the
center, we have only few words in mind to keep as a background knowledge.‟‟ Many
questions arise concerning the effectiveness and reliability of ELT in the British Council
given that it is a Quasi-Autonomous Non-Governmental Charity Organization and a non-
departmental public body.
1.2.2. Teaching staff
Traditionally, the teacher in any educational establishment is considered the most
important character that represents the institution notably on the parents‟ behalf. It is also
the one judged behind the success or failure of the learner, as the utmost influential figure
in the learning process and learners‟ motivation. The modern teacher is no longer the
passive one who applies theories; instead, he has become the theorizer in practice.
Dunkin and Biddle (1974) constructed a model for research on teaching based on
Mitzel‟s assumptions (1960). They posited four classes of variables, mainly: presage
variables (teachers‟ characteristics, experience, training…), context variables (properties
of the institution and community and of the classroom), and product variables (immediate
and long-term effects of teaching on learners). In this regard, the first step, before
teaching, comprises the qualification of the teacher, the experience made before hand
with the language, and the pre or in-service training. The increasing demand for
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competent users of English in the era of globalization has had a significant impact on
ELT in Tunisia. Within the private ELT centers, AMIDEAST and IBLV are distinctively
different in term of recruitment. At IBLV teachers are reputed as highly qualified, though
non-native speakers of the language. This situation is estimated a risky prospect for the
learners exposed to a non-native accent. On the other hand, in AMIDEAST, the teacher‟s
qualification and experience with the language do not have apparent persecution over
learning the English language as they are native speakers.
The British Council, like AMIDEAST, ensures the availability of well qualified
British teachers to guarantee the success of its students and provide them with an English
accent. The British Council web-site states that: „„we have a reputation across the world
for delivering an excellent standard of English language teaching, and for employing the
best teachers in their field.‟‟
Equally important, the staffs in all service organizations have been emphasized.
Employees are encouraged to adopt a philosophy that the service should be delivered as
though the provider were at the receiving end. This philosophy is particularly important
in services such as education, where all the staff come into daily contact with the
students. In educational institutions, the service is, therefore, the people who deliver it.
Though, many teaching and non-teaching staff in private education do not accept the fact
of providing a service, associating the notion of „service‟ with „serving‟, such planning
involves an examination of the recruitment, for it is much easier to recruit staff with this
philosophy than to develop it later. For IBLV, for instance, the number of administrative
staff exceeds those of AMIDEAST; yet, they need more people as technicians in
multimedia and managers. IBLV is more conducted to rely on the administrative staff for
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different tasks. However, AMIDEAST does not consider it essential to have a great
number of staff. If they could manage to share teaching with non-teaching duties, the
most important principal is to focus on the quality of the service and maintain the basis of
the philosophy already mentioned.
Within the British Council, the situation is not so much different from the
AMIDEAST‟s perception of staff duties. It is stated at the British Council teachers‟
recruitment website that: „„it would be beneficial if you have proven experience in
delivering tailor made courses to clients in the government/public/corporate sector and
work experience in fields such as marketing, HR, administration, management, policy
and law.‟‟ Thus, the nature of the task is not important given that the recruited staff could
be both teaching and non-teaching staff; more important are the qualifications, the
experience and the quality of the service delivered.”
1.2.3. Courses
The lesson is the core and the basic part when learning the language. Daoud
(1999) points out that: “curriculum planning, which includes needs analysis, the
specification of program goals, objectives and methodology, and the production of a
syllabus, is conventional.‟‟ Obviously,curriculum development and the decision to design
and implemnt a languaguage syllabus are a part of the administrative responsabilities and
constraints. ELT private courses seem to differ from the public educational curriculum as
they are more focused in terms of learners‟ needs. In terms of the IBLV pedagogical
approach, the teaching is learner-based. All the needs, whether individual or collective,
are taken into account. The course focuses on the progressive acquisition of linguistic
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knowledge. On the other hand, an article in the AMIDEAST web-site confirms that: “The
ELT Program is AMIDEAST Tunisia's largest, most popular service.” Over 900
AMIDEAST students are currently enrolled in each of the 40–48 hour ELT sessions for
adults and university students. Many tailored courses are also developed and conducted
for a growing number of organizations that require special ELT sessions for their
employees.
Concerning the British Council, the curriculum description in terms of approach,
methodology and syllabus is rather a confidential aspect of ELT that is practiced only in
the classroom setting between the teacher and the learner. However, the range of courses
is clearly cited for the learners in order to allow them mach their needs with the range of
courses provided. The two main types include General English and specialized skills
training for people who need English for work.
1.2.4. Finance
Battenburg (1997) asserts that “Foreign aid to Tunisia illustrates the relative
importance which certain governments place on influencing language policy decisions
and planning initiatives.” In 1996, a financial contribution estimated as 600,000 dollars
by the US government and about 400,000 dollars by the British government allotted to
ELT, education, and culture, comparing to approximately 20 million dollars by the
French government. In other words, the American and British governments are seriously
taking into account the importance of spreading the language. Through helping foreign
countries financially at the educational level, the success of their plan would be
eventually beneficial for both sides in order to enhance the phenomenon of globalization.
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In contrast, for the private Tunisian ELT centers, where American and British
educational managers run ELT planning and policies directly in the local context, the
budget is not assisted by any governmental funds. All the ELT private centers are
financially independent as it is for IBLV and AMIDEAST. However, the British Council
is not an independent organization. It is a Quasi-Autonomous Non-Governmental
Organization; a public corporation incorporated by royal charter, and is registered as a
charity in England. For instance, from its total income of £551m in 2007, the British
Council received £195m of grants from the British government. The rest was earned
through charging for teaching English to individuals and organizations, examinations and
commercial consultancy.
1.2.5. Marketing
Marketing is a vital means by which learners are first made aware of the
opportunities available to them, and then helped to make full use of the services thus
provided. Similarly, any equal opportunity policy must have a marketing dimension. It is
a necessary element of the management of educational institutions. In this regard it is
asserted that a more systematic approach to the marketing of education provision is an
inevitable response to demographic change and to government policies which increase
competition in the public sector; Ernst (2007).
In the ELT Tunisian private sector, marketing plays a crucial role in an attempt to
attract more learners. Although more efforts should be undertaken within IBLV and
AMIDEAST, the British Council, however, is more geared towards developing
educational marketing strategies. For instance, the IBLV needs to improve and work
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more on its Web site; new learners are notably more attracted by other private ELT web
sites. The same case is considered when it comes to AMIDEAST. According to many
learners, the Web site gives a first impression, and has a great repercussion on their
choice of the ELT center.
The British Council has been more systematic in considering the positive effect of
marketing. The British Council spends more on advertising in order to attract more
learners and preserve their brand image. Apart from the external and internal physical
maintenance, The British Council focuses on other major points mainly, high fees,
competent teachers, a better range of courses and valuable certificates. Ernst and Young
(2007) argue that: „„They are…primarily the courses on offer to students…Decisions
about the range of courses and the quality of the curriculum are marketing decisions‟‟
Thus, in estimating private English courses and marketing, there are considered in
relation to each other when planning effective ELT program.
1.2.6. Infrastructure
This dimension, that is more likely to be neglected, is considered as an essential
part of „„the marketing mix‟‟. It includes all those features of a school or any educational
establishment which influence the accessibility and availability of the educational
service. The infrastructure is commonly concerned with the location of the institution, its
appearance as well as the facilities on offer. Thus, the educational managers‟ role is to
maintain an internal physical appearance that makes a positive first impression of the
institution. The concept of „infrastructure‟ in the private educational sector especially in
ELT centers is perceived in a rather different way from the traditional view in which it
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has been usually considered. Recently, private Tunisian universities combine expensive
facilities along with the specialist staff able to make use of them for educational
purposes, while resources on this scale are not available to most public sector educational
institutions.
Some private centers similarly spend more generously on classroom facilities,
computer suites and internet access in attempting to attract more learners. In this regard,
AMIDEAST tried to reduce the cost of the facilities provided for the learners especially
within web-based tools and high speed internet service by collaborating with
communication Enterprises such as Siemens. Ugur Usumi, the IT Director, maintains that
“this ability to communicate more easily has increased our efficiency and enabled us to
exchange information...Our teams work better as a result.” By contrast, though the IBLV
is more deemed with the classroom facilities to raise learners‟ motivation during the
lesson: audio-visual materials (DVD, TV, Sets, Videos, PCs…), large classrooms for a
limited number of students it also includes two language laboratories, multimedia lab and
library.
In seeking to ensure learners satisfaction, the British Council educational
managers recognize the importance of the infrastructure and the need to provide
appropriate spaces for both staff and students. The facilities provided in this private
center varies in a sense that they drive the learner to learn the language on his own, for
instance the availability of a library for both junior and adults, a TV with English-
speaking channels only, DVDs, videos and attractive magazines in English, etc. All these
extra-curricular facilities encourage learners and provide them with a performing learning
context.
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The purpose of the present study is to investigate the administration profile of
ELT institution, in the Tunisian private sector, focusing on the specific context of the
British Council. It is guided by the following research question:
R. Q.: How does the British Council‟s administration contribute in improving ELT
system in Tunisia?
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Chapter Two
Research Methodology
The purpose of the study is to begin to describe ELT in the British Council
Tunisia as a model of Tunisian Private Centers. It accounts for the administrative
dimension in dealing with the management of ELT as an overall objective. This chapter
presents the methodology used in order to answer the aforementioned research question.
It also describes the setting, the informants, the research instrument as well as the data
collection, and analysis procedures.
2.1.Setting
The research is conducted in the British Council within the administrative
department in charge of ELT policy and planning. The British Council is a Quasi-
Autonomous Non-Governmental Organization, founded in 1934 and based in the United
Kingdom. It is a non-departmental public body; a public corporation incorporated by
Royal charter, and is registered as a charity in England. It was granted a Royal charter by
King George VI in 1940. Its current director is Lord Kinnock, the former leader of the
UK Labor Party. Its main objective is to promote teaching and learning English and
establish mutually beneficial educational relationships between the UK and other
countries. There are 70 British Council Teaching Centers in 53 countries. Its overseas
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network extends to 233 locations in 107 countries and territories. It taught 1,189,000
class hours to 300,000 learners in 2006/07.
2.2. Informants
The informants are British and Tunisian males and females. They are members of
the BC administrative staff. The interviewee, M. Andy Milner, is a native speaker of the
target language and a member of the administrative staff at the British Council working
as the Assistant Teaching Centre Manager. Apart from the interview, I was helped by the
customer service assistants, and the customer service manager.
2.3. Data Collection
The data were collected by means of an interview (Appendix A). I also used
official documents provided by the British Council official Web site on the ongoing ELT
operations in this private center. I also had informal discussions with the customer service
assistants.
The interview is a useful instrument in collecting data. It is an important
questioning technique to understand and reveal reactions during interpersonal interaction.
The interview provides both verbal and non verbal response by the interviewee. To
succeed in interviews, one must understand the emotional labor needed to "manage their
feelings" as they "create a publicly observable facial and bodily display." This is
particularly true when recruiters use open-ended interviews that are not constrained to a
narrow set of questions …” Hoffmann (2008). In other words, the interview is better than
a questionnaire in developing accurate qualitative data through face to face interaction.
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In this study, the structured interview was developed and elaborated. It is divided
into eight parts: history, mission, infrastructure, teachers, staff, courses, finance and
marketing. Within each part three to sixteen open-ended questions are given to the
interviewee. The interview is written in English, given that the interviewee is a native
speaker of the language. I relied on official documents and data to seek answers to the
questions not answered during the interview.
2.4.Procedure
The interview is suggested to the Assistant Teaching Centre Manager of the
British Council in charge of the ELT Administration department. The interview is first
introduced and clarifications about the research study are presented. Also information
about the purpose of the study is explained and emphasis about the confidentiality of the
information that would be given is highlighted. The subject is also encouraged to
comment upon any question and omit any answer that seems unquestionable. The
interview takes approximately 15 minutes.
2.5.Piloting
The interview was piloted before its conduction and execution. A sample of two
people, a fourth year English student from ISLT and a manager of a British agency were
selected for the piloting. According to the results, the type and number of questions as
well the organization of the interview were revised and amended.
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2.6.Data analysis
By focusing on the various functions of the BC administration, it was possible
to depict the important steps that made this center a successful ELT example. Instead of
resorting to analogy and contrast between the public and private educational institutions,
a descriptive perspective only is adopted in this paper in order to uncover different
variables and analyze the advantages and disadvantages of the system at the
administrative level within the BC. The study would focus on comments on each part
distinctively. The analysis of the qualitative data includes first the responses from the
structured interview (Appendix B) and the data collected from different official
documents in order to complete all the stated questions in the interview. The qualitative
data are conducted with reference to the research question and supported by referential
sources.
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Chapter Three
Results and Discussion
This chapter describes and discusses the research findings. The chapter deals with
the results relating to the eight parts of the interview and discusses the reported results
and comments on the findings. Finally, it concludes by pointing to limitations and
suggested recommendations.
3.1. Result and discussion
3.1.1. British Council mission
Concerning BC ELT mission, the results show that the aim is to work with
partners throughout Tunisia to provide learning opportunities and creative ideas from the
UK and build lasting relationships between the UK and Tunisia. The Assistant Teaching
Centre Manager of the British Council in charge of the ELT Administration Department
confirms that the British Council primary aim is to enhance Britain‟s reputation as a
valued partner through the development of educational and cultural links with Tunisia.
The increasing interest in English amongst Tunisians reflects a perception that the
country‟s future success in the international arena demands greater interaction with and
access to the Anglophone world. The Assistant Teaching Centre Manager asserts: “Our
activities in Tunisia are a direct response to need.” And adds: „„‟we‟ act as a partner in
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tackling key Tunisian reform agendas through the management of applied research links
and governance reform.”
3.1.2. British Council teaching staff
The BC has 70 British Council Teaching Centers in 53 countries. It taught
1,189,000 class hours to 300,000 learners in 2006/07. In its examination centers, the
British Council administers 1.5 million UK examinations to over one million candidates
each year. It is also working with the UK's award bodies to extend the range of
professional qualifications available overseas. The Council also oversees British schools
operating internationally through bodies such as COBIS, NABSS, and the European
Council of International Schools.
In the local context, the number of teachers in the British Council does not
exceed seventeen. The Assistant Teaching Centre Manager of the British Council asserts
that „„at the moment” the number of teachers is adequate and that there is no need to
recruit more teachers. In addition, the teachers are mainly British. Similarly, the British
Council recruits teachers of other nationalities, including Tunisians, on condition that
they meet the established requirements. In terms of recruitment, the British Council
sustains typical norms and international standards in order to allow for equal
opportunities, in addition to the required experience that is imperative for the new
teachers before entering to the British Council. The second step is essentially the in-
service training. It introduces the teacher to the British Council setting and rules before
initiating the courses. The teachers are constantly inspected during the courses, mainly by
26
„„the managers and by peers”. Apart from teaching in the classroom, the teachers have
also administrative duties such as course administration, planning, assessment,
certification, academic meetings and performance management.
3.1.3. British Council Courses
The British Council curriculum is based on the communicative approach. This
teaching method ensures that the courses are adapted to the communicative needs of the
learners in the workplace and beyond. The effectiveness and validity of the courses are
evaluated by teachers as well as students mainly through the results and re-registrations
of the students, and by using satisfaction surveys, focus-groups and questionnaires. The
smoothness of the strategies used to evaluate the courses enables the ELT process to
satisfy the needs and wants of the learner. The textbooks are brought from Cambridge in
order to maintain the international TEFL standards that are exclusive to the British
Council curriculum. The books and teaching materials are selected under specific criteria,
mainly content, methodology, appropriateness, publisher, online and ICT support and
level of instruction. Thus, the teaching materials are appropriately designed on the basis
of the communicative approach.
3.1.4. British Council Finance
Concerning finance, no comments are given and no question is answered. The
argument provided by the Assistant Teaching Centre Manager of the British Council is
that the financial rubric is considered a confidential subject. For this reason, I could not
obtain any official information on the issue.
27
3.1.5. British Council Marketing
The marketing rubric is also considered a confidential subject. There was no
comment by the Assistant Teaching Centre Manager of the British Council regarding the
Marketing section.
3.1.6. British Council Infrastructure
As for the infrastructure, the Assistant Teaching Centre Manager of the British
Council confirmed that they have “thirteen” classes and the number of students per class
does not exceed eighteen. Many facilities are provided, mainly a library, Internet-based
space, a TV space which also contains DVDs and Videos, only in English. The Assistant
Teaching Centre Manager of the British Council asserts that there is a “Knowledge and
information Center and self-access” for all BC students. These extra-curricular materials
allow the learner to discover the language from a different perspective.
3.2. Limitations of the study
The study mainly suffers from a lack of data sources. All the efforts made to do
the interview were fruitless. The Assistant Teaching Centre Manager of the British
Council in change of the ELT Administration Department refused to answer the questions
through a face to face interview. The interview was then sent by an electronic mail, to
maximize the chances of obtaining the highest number of answers to the interview
questions. Many reasons lie behind the BC refusal to give an interview. At first, the
Assistant Teaching Centre Manager, Andrew Milner asserted:
28
“We would be happy to provide you with further information on these
areas. But I am not convinced that an interview with you…will be helpful
to your areas of research.‟‟
The second reason, according to the Assistant Teaching Centre Manager is:
`` We are unable to satisfy your request to collect quantitative data via
questionnaires about our teaching centre administration…the information
that you seek is actually commercial in confidence… It would contravene
our data protection policy”.
In other words, the reason is not the uselessness of the interview but rather the
confidentiality of the needed information. I sent a second email, insisting on the urgent
need for an interview to carry on the research study. Similarly, the answer by the
Assistant Teaching Centre Manager was: “the nature of your research…about
administration, marketing, finance and more…this information is commercially sensitive
and I am not at liberty to disclose it.” A third mail was sent and the answer was: “…as I
stated in my email, I am not able to give you an interview…We will try to send you some
general information…” All the attempts failed. Later, he sent a general information
document on 14th April 09.
3.3. Recommendations
This study has identified important aspects of BC ELT administration. The
study results remain incomplete in terms of evaluation and program implementation.
29
There is a need to use other research instruments such as questionnaires or more survey
documents.
In addition, a need for analogy and contrast, either with other private ELT
institutes/centers (i.e. with the IBLV and/or with the AMIDEAST) or with the public
sector, is important for improving ELT in Tunisia. A second relevant point is that many
extra-curricular activities, not mentioned in the study, should be highlighted for further
research if the aim is to look closer into the British Council not only from an educational
perspective but as a dynamic organization which initiates projects with the Tunisian
Ministry of Education to improve ELT in the public sector.
30
Conclusion
This study dealt with BC ELT as a model among the Tunisian private centers, in
particular, the BC ELT management. The BC‟s administration contributes enormously in
improving the ELT operations within the Tunisian educational system. Based on the
findings, it is unquestionable that the ELT pedagogy in the private sector is taken as a
serious matter in our country. Accordingly, the BC aims at developing the educational
links with Tunisia, in order to enhance the relationship between the two countries and
allow Tunisia for a smoother access to the Anglophone world and the international arena.
The study of the educational system in the British Council revealed a well developed
policy of foreign language teaching in Tunisian private sector at all levels. Actually, in
evaluating the relevance and efficiency of the program, the BC ELT conducts effective
courses. However, the strengths and weaknesses revealed in this study suggest that a
more comprehensive research should be considered. Furthermore, the study also pointed
to major challenges in the field of ELT in order to improve the efficacy of the ELT
system in helping the learner to be more motivated when learning the language.
31
References
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Englishes 16/2; 281-290.
Catharine, M. & Curran, K. (2009). Marketing Education Review. Charlton College of
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Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University
Press.
Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. New York: Holt, Rinehart,
and Winston.
Ernst & Young (2007). The New World Order for Higher Education.UK: Ernst & Young
Creative Services.
Hoffmann & Elizabeth, A. (2008). The Emotionally Challenging, Open-Ended Interview.
Business Communication Quarterly 71/3; 387-390.
http://www.britishcouncil.org/teacherrecruitment.htm
http://www.eltworld.net/news/tag/british-council-in-tunisia/
Huberman, A. M. (1973). Understanding Change in Education: An Introduction. Paris:
UNESCO.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning centered
approach. Cambridge: Cambridge University Press.
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Jabeur, M. Manai, A & Bahloul, M. (1999). English in North Africa .TSAS Innovation
Series.
Kitao, S. K. & Kitao, K. (1999). Fundamentals of English Language Teaching. Tokyo:
Eichosha Co., Ltd.
Lee, J.M. (2007). The Reorganization of the British Council. Management Improvisation
and Policy Uncertainty 73/3; 339.
Mitzel, H.E. (1960). Teacher effectiveness. In C.E. Harris (Ed.), Encyclopedia of
Educational Research. New York: Macmillan.
Robert, B., & Kaplan (2002). Teaching English as a Foreign Language. The Oxford
Handbook of Applied Linguistics: Oxford University Press. 13/13; 21.
Sarcasm, (2001). The triumph of English: A world empire by other means. Retrieved
December 29, 2001, from the Economist: http://www.freerepublic.com/focus/f-
news/597862/posts.
Simpson, E. K. & McConocha, Diane M. (1991). Making the Organizational Mission
Statement Work for the Supervisor. Michigan: Gale Group, Farmington Hills.
33
Appendix A
Profiling the British Council Administration Interview
Thank you for agreeing to participate in this survey. The following interview is a
part of an MA research aiming at investigating the Administrative department in ELT at
the Tunisian private sector. The British Council is taken as a referential model in
conducting the research study. Your participation in this survey is voluntary. If you
choose to participate, your personal information will remain strictly confidential and used
only for the purpose of this survey.
History
1. When did the British Council establish its Language Teaching Centre in Tunisia?
2. When did you start operating in Tunisia?
3. Do you have regional centers?
Mission
4. What is the mission of your Centre in Tunisia?
34
5. What are your short-term and long-term objectives?
6. Do you think you have succeeded in accomplishing your mission?
Infrastructure
1. How many classrooms do you have? Are they enough?
2. How many students do you have in each classroom?
3. What are the study facilities that you provide for your students (laboratory,
library, movie theatre)?
4. Do your students have access to the internet in the Centre?
5. Are you planning to extend the number of classrooms?
6. Are you planning to introduce new facilities?
Teachers
1. How many teachers do you have?
2. What is the teacher-student ratio?
3. Do you think you have enough teachers?
4. Where do your teachers come from?
5. How do you recruit them?
6. What are the required qualifications?
7. Do you consider any typical standards when recruiting teachers?
8. Do you recruit only experienced teachers?
9. Is there any in-service training for your teachers?
35
10. Are the teachers inspected during the course? If yes, by whom and how often?
11. Do you recruit Tunisian teachers? If not, why?
Staff
1. How many non-teaching administrative staff members do you have?
2. What are their positions and duties?
3. Do teachers have administrative duties? If so, which ones?
4. Do you think that you need more administrative staff?
5. What are the required qualifications?
6. Do you recruit Tunisian administrative staff? If not, why?
Courses
1. What are the offered English language courses?
2. Do you organize General English courses or ESP courses?
3. How do you design your curriculum?
4. How do you ensure that your courses are adapted to the communicative needs of
your students in the workplace and outside it?
5. Is there any recommended teaching method at the Centre?
6. Do you evaluate the effectiveness of your courses? If so, who does it and how?
7. Do your students evaluate the course? If so, how?
8. Do you carry out students‟ or teachers‟ evaluation of courses?
36
9. How do you know whether the needs and wants of your students are satisfied
after the session?
10. Do you implement any international TEFL standards?
11. Do you use ready-made textbooks or do you build your own teaching materials?
12. How do you choose textbooks?
13. What type of teaching materials do you use?
14. Do you make the books in Tunisia, if not, why?
15. Do you organize extra-curricular activities for your students (excursion, social
gatherings, picnics, visits to UK...)?
16. What are your plans for the future? Are you developing new programs?
Finance
1. How much is the annual budget? Has it been growing?
2. Is your Center financially independent? Are you subsidized by the British
Government? If so, how much?
3. Do you think that your receipts cover your expenses in terms of teacher salaries,
equipments, materials and related services?
4. Some students claim that your fees are high compared to other public and private
centers. What do you think?
5. Is your Centre a profitable and viable business?
37
Marketing
1. The British Council has a well-established reputation. How did you gain the
confidence of many people in Tunisia?
2. What are the privileges that you offer to attract students?
3. Do you have any marketing policy?
4. Who do you think are your major competitor(s)?
5. Do you think that advertising plays an important role in attracting more students?
6. Do you plan to spend more on advertising?
7. What are the major points that you will focus on to preserve your brand image
(high fees, competent teachers, valuable certificates….)?
8. Who are your main competitors?
9. Some claim that AMIDEAST is now attracting more learners. What do you think?
38
Appendix B
Information about the British Council
Who we are
We are the UK's international organisation for educational opportunities and cultural
relations and are represented in 110 countries. We connect people worldwide with
learning opportunities and creative ideas from the UK and build lasting relationships
between the UK and other countries.
Our purpose
Our purpose is to build mutually beneficial relationships between people in the UK and
other countries and to increase appreciation of the UK‟s ideas and achievements. Every
year we help to create some form of personal contact with the UK for 16 million people
around the world. Our 129 teaching centres teach over one million classroom hours every
year. We also connect through visits, student exchange programmes, exams, library
services and many arts and cultural events. Our work has a special focus on youth,
connecting young people across all cultures has never been more important and we seek
to create genuine mutual trust and understanding.
In Tunisia
Our centre in Tunis was established in 1962. We aim to work with partners throughout
Tunisia to provide learning opportunities and creative ideas from the UK and to build
lasting relationships between the UK and Tunisia.
39
We opened our centre in Tunisia in 1962, operating from the British Embassy building in
Central Tunis. A teaching centre was opened in 1987 and moved to a separate site in
1989.
Our primary aim in Tunisia is to enhance Britain‟s reputation as a valued partner through
the development of educational and cultural links between both countries. The increasing
interest in English amongst Tunisians reflects a perception that the country‟s future
success in the international arena demands greater interaction with and access to the
Anglophone world. Our activities in Tunisia are a direct response to need.
We act as a partner in tackling key Tunisian reform agendas through the management of
applied research links and governance reform.
Our cultural programme aims to project the UK‟s creativity and cultural diversity, to
challenge outmoded stereotypes of Britain and attract Tunisians to the UK.
Our Knowledge and Information Services provide a gateway to information on UK
educational services and expertise in priority areas of interest to Tunisian contacts.
40
Infrastructure
7. How many classrooms do you have? 13
8. How many students do you have in each classroom? 14 or 18
9. What are the study facilities that you provide for your students (laboratory,
library, movie theatre)? Self-Access / Knowledge and Information Centre
10. Do your students have access to the internet in the Centre? Yes
11. Are you planning to extend the number of classrooms? Possibly
12. Are you planning to introduce new facilities? Possibly
Teachers
12. How many teachers do you have? 17
13. What is the teacher-student ratio? No comment
14. Do you think you have enough teachers? At the moment
15. Where do your teachers come from? Mainly UK, but also other nationalities
16. How do you recruit them? Through our global network and through British
Council recruiting services in the UK
17. What are the required qualifications?
Please refer to this website: http://www.britishcouncil.org/teacherrecruitment.htm
18. Do you consider any typical standards when recruiting teachers? See above
19. Do you recruit only experienced teachers? Yes
20. Is there any in-service training for your teachers? Yes.
21. Are the teachers inspected during the course? If yes, by whom and how often?
By Line Managers and by peers
22. Do you recruit Tunisian teachers? If not, why? Yes. If they meet the
established requirements.
Staff
7. How many non-teaching administrative staff members do you have? No
comment
8. What are their positions and duties? No comment
9. Do teachers have administrative duties? If so, which ones? Course
administration – planning, assessment, certification. Academic meetings.
Performance Management
10. Do you think that you need more administrative staff? No comment
11. What are the required qualifications? No comment
12. Do you recruit Tunisian administrative staff? If not, why? Yes
41
Courses
17. What are the offered English language courses?
18. Do you organize General English courses or ESP courses?
Please refer to our website: http://www.britishcouncil.org/tunisia-english-learn.htm
19. How do you design your curriculum? Communicative Approach
20. How do you ensure that your courses are adapted to the communicative needs of
your students in the workplace and outside it? Communicative Approach
21. Is there any recommended teaching method at the Centre? Communicative
Approach
22. Do you evaluate the effectiveness of your courses? If so, who does it and how?
Satisfaction Surveys. Results. Re-registrations. Students, teachers, management.
Questionnaires, focus-groups,
23. Do your students evaluate the course? If so, how?
Satisfaction Surveys. Results. Re-registrations. Students, teachers, management.
Questionnaires, focus-groups,
24. Do you carry out students‟ or teachers‟ evaluation of courses?
Satisfaction Surveys. Results. Re-registrations. Students, teachers, management.
Questionnaires, focus-groups,
25. How do you know whether the needs and wants of your students are satisfied
after the session?
Satisfaction Surveys. Results. Re-registrations. Students, teachers, management.
Questionnaires, focus-groups,
26. Do you implement any international TEFL standards?
Our own global standards
27. Do you use ready-made textbooks or do you build your own teaching materials?
Both
28. How do you choose textbooks?
Content, Methodology, Appropriateness, Publisher, Online and ICT Support,
Level, Reputation, look, feel, ……..
29. What type of teaching materials do you use?
Material designed to facilitate a communicative approach.
30. Do you make the books in Tunisia, if not, why? No
31. Do you organize extra-curricular activities for your students (excursion, social
gatherings, picnics, visits to UK...)? Not at the moment
32. What are your plans for the future? Are you developing new programs? No
comment