Management in English Language Teaching [antikvár]

INTRODUCTION Who is this book aimed at? Teachers making the transition from the role of classroom practitioner to that of manager will find shelf upon shelf of books on management in any well-stocked bookshop. None of them will be on management in ELT, however, and it is precisely to fill this gap that this book has been written. Furthermore, because it deals with ELT, the book should be more relevant and more accessible than those management books which are based on manufacturing industry. Aiming at newcomers to the field of management, at administrators and at those who are curious to know how a teaching organization might be run more effectively, we have set out to provide a clear, practical guide to the management of English language teaching schools both in the United Kingdom and elsewhere in the world. Taking many of our examples from good current practice drawn from our own experience in ELT institutions, we hope that the principles exemplified can, with adaptation and sensitivity, be transferred internationally. We recognize that in a book of this size and scope, it is not possible to cover everything. For instance, we have not dealt with the management of co-operatives because very few schools are organized in this way and none of us has any direct experience of such organizations. Nor have we dealt with the question of cross-cultural and international differences in management styles because this is an area which requires considerably more attention than could be discussed within the confines of this book. How should the book be used? It is not intended that you should work through the book sequentially, starting at Chapter 1 and ending with the final chapter, although it can be read in this way. Rather, you may find it preferable to refer to chapters which are of immediate interest and relevance. Each chapter contains a set of follow-up activities which reinforce and develop the content of the chapter by relating it to practical issues. We do not anticipate, though, that you will work through all of the follow-up activities. Instead, a choice can be made from the activities available, ranging from practical exercises to small group discussions to simulations, all of which make it possible to use the book for individual