The language schools of today are paradoxical places. Students can still be spotted haphazardly racing down corridors to be the first to complete a running dictation task, while their classmates in the room next door are silently immersed in meaningful dialogue with a generative AI app for instant, AI-mediated feedback on the most effective way to formulate a persuasive academic argument.
Despite how rapidly students and teachers have embraced AI tools in the classroom, there is no denying that language schools continue to uphold and follow core beliefs of principled communicative, task-based language learning. Or that the implementation of embodied language learning for real-world communication (think role-plays or escape room-type tasks) will fade anytime soon. Or that students will suddenly lose all expectations of engaging in explicit instruction and controlled practice.
Yet the students of today are also seeking more than (or, perhaps, less than) perfect grammar and native-like pronunciation. In a world where there are more learners of English as an additional language than there are ‘native’ English speakers, international students want and need something other than‘perfect’ English.
They are seeking to use English not only for their future studies and careers, but also for their current part-time jobs, their home-grown side hustles, their weekend meet-up groups and sports clubs, their striving to become social or gaming influencers, their passion for volunteering in the local community, their determination to self-represent on student councils, their dabbling in cryptocurrencies, their appreciation of the arts, and their readiness to mentor newly arrived peers.
We must shift our curriculum development and teaching approaches towards more highly tailored, purpose-driven learning, where students expect strong, immediate and practical connections between what they do inside the classroom and how they will apply their learning the moment they step beyond it
In response to this evolving English language learning landscape, we must shift our curriculum development and teaching approaches towards more highly tailored, purpose-driven learning, where students expect strong, immediate and practical connections between what they do inside the classroom and how they will apply their learning the moment they step beyond it. We must become ever more immersive, not only in the traditional sense of living and studying in an English language environment, but also in terms of engaging our students in experiential and skills-based models that take them well beyond the four walls of the classroom.
The ILSC Language Schools response to student feedback has been to further develop our range of options, offering elective classes and extra-curricular activities in which language learning is more situated and applied. And this continual shift towards distinctive choices does not compromise academic progression – our students still expect and our teachers still provide rigorous lessons and robust content, with positive washback from the topics and skills covered in elective classes on their emergent language.
At our Australian campuses, for example, students interested in improving their tech skills have opted for our English through AIelective, which equips them with the skills to effectively prompt and critique AI tools while refining their language skills through adaptive tasks and instant, customised feedback. And to celebrate the kick-off of the Men’s World Cup, students who wish to embody English through sport and sports journalism can select English through Soccer, to enhance their confidence in public speaking and interviewing skills, build their repertoire of sporting terminology and journalism genres, or coach their classmates out on the pitch.
With growing opportunities in the hospitality sector, our English for Hospitalityand Café Work Skillscourses enable students to confidently step into the café scene, mastering both the craft and customer service transactions through this hands-on learning experience. Students flock to these classes for guided coaching on commercial coffee machines, so they can develop their barista basics and perfect their latte art.
We also find that students are increasingly drawn to cultural and social events such as Pride Month and Refugee Week, and are keen to give back to their host community. To further meet the growing demand for this real-life application, our English through the Cityelective and Community Engagementprogram enable students to step outside their comfort zones and extend their English through meaningful interactions with the local community by exploring the back lanes and quirky corners of the city or taking part in charity or environmental events such as blood drives, the World’s Greatest Shave, or Clean Up Australia Day.
Essentially, the possibilities are almost endless. Students’ interests can be cleverly combined with specialised content and skills mediated through English, thereby becoming the basis for a new language course. And while the explicit teaching of grammar will always remain a crucial ingredient in the eclectic mix of content, approaches, tools and materials we use in the classroom, the key question is no longer how wellstudents can use English, but rather what they are able to do with their English.
About the authors:
Alison McDonnell is national academic director, ELICOS & pathways at ILSC Language Schools, Australia, where she brings extensive experience in academic leadership, she works across the English language sector, focusing on student success. She is committed to advancing high-quality, future-focused education through evidence-based practice, strong governance, and a student-centred approach.
Sandra Pitronaciis global director of Academic Affairs at ILSC Education Group, where she leads a highly skilled team that seeks to drive innovation, consistency and excellence across curriculum design, faculty development strategy, product development and global academic operations.
