The German Language Travel Market Facts – Figures – Challenges

The German Language Travel MarketFacts – Figures – Challenges

ICEF BerlinNovember 3,  2013

Prof. Dr. E. Platz‐WauryHeilbronn University of Applied Sciences

Agenda

Part 1 – IntroductionCharacteristics of Language TripsMotivation for Language LearningWhy learn abroad?

Part 2 – Facts and FiguresTarget GroupsTarget LanguagesMain Destinations

Part 3 – ChallengesFinding the right schoolCriteria for choosingGuidelinesQuality control: Audits / Evaluations

Part 4 – SummaryGeneral Guidelines for Language TravelPersonal Evaluation

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Part 1

Characteristics of Language Travel

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1.1   Definition of Language Trips 

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Language trips are a mix of holiday trips and professional trips, allowing learners to combine education or training with

leisure. They are usually offered as package tours with a set ofcomponents.

Components of Language trips:• The language course itself

• Accommodation

• Leisure activities

• Travel (return trips & transfers)

Types of courses:• Standard

• Intensive

• Exam Preparation

• Business courses

• Private Teaching, etc.

1.2   Motivation for Language Learning

• Improving school marks (young students)

• Passing exams (young adults)

• Being admitted to a foreign university (mature students)

• Acquiring extra certification or diplomas (young professionals)

• Making yourself fit for the professional world

• Private interests (pleasure & leisure / culture)

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1.3   Why Learning Abroad?

• Natural Contact with the language

• Greater efficiency and effectiveness

• Time‐saving

• Language plus Cultural Knowledge (!)

• Combination of learning and holiday

• Having more fun (pleasure effect)

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Part 2

Facts and Figures

02‐05‐2013 Prof. Dr. Antonio Juarez / Ms Vanessa LindenmaierHeilbronn University of Applied Sciences 7

2.1   Target Groups 

Total of language trips in 2012 160.000 (approx.)

Main Target Groups (in 2012)• Juniors (6 – 12 years old) 9 %• Students (ca. 13 ‐ 17 years old)         47 %• Young adults (ca. 18 ‐ 30 years old)  26 %• Adults (31 – 49 years old)  14 %• 50+ and seniors 4 %

(FDSV, Market Analysis 2012)

02‐05‐2013Prof. Dr. Antonio Juarez / Ms Vanessa Lindenmaier

Heilbronn University of Applied Sciences 8

Adults37 %Students

63 %

Increase of student numberssince 2005 from 28% to 63 % in 2012

Quelle: FDSV / Universität Koblenz-Landau, Statistik 2011

02‐05‐2013 Prof. Dr. Antonio Juarez / Ms Vanessa LindenmaierHeilbronn University of Applied Sciences 9

93,54%

1,84% 3,94%0,15%

64,06%

16,11%11,82% 5,23%

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

80,0%

90,0%

100,0%

English Spanish French Italian

Students Adults

Source: FDSV / Statistics 2012

2.2   Target Languages, 1

2.2  Target Languages, 2

• Chinese: 0,59 % (students 0,02 %)• Russian: 0,46 % (students 0,01 %)• Others:   1,73 % (students 0,50 %) 

Total: English: 82,62 %Spanish:  7,13 %French:    6,85 %Italian:     2,03 %Chinese:  0,23 %Russian:   0,17 %Others:    0,96 %

02‐05‐2013 Prof. Dr. Antonio Juarez / Ms Vanessa LindenmaierHeilbronn University of Applied Sciences 10

2.3   Main Destinations, 1 ‐ Status

Figures for Germany 2012 (Basis: ca. 160 000 language learners)

02‐05‐2013 Prof. Dr. Antonio Juarez / Ms Vanessa LindenmaierHeilbronn University of Applied Sciences 11

Destination Adults % Students % Total %

UK 25,46 75,23 57,51

Ireland 3,13 2,19 2,52

Malta 17,59 11,95 13,96

USA 10,05 2,18 4,98

Canada 3,74 0,55 1,69

Australia 3,45 0,05 1,26

New Zealand 1,64 0,02 0,60

South Africa 1,75 0,06 0,66

France 10,04 3,71 5,97

Spain 10,99 1,89 5,13Quelle: FDSV / Universität Koblenz-Landau, Statistik 2011

2.3   Main Destinations, 2 ‐ Status

Destination Adults % Students % Total %

Latin America 3,92 0,02 1,41

Italy 5,12 0,13 1,90

China and Taiwan 0,45 0,01 0,17

Russia and GUS 0,43 0,00 0,15

Other countries 2,24 2,01 2,09

02‐05‐2013 Prof. Dr. Antonio Juarez / Ms Vanessa LindenmaierHeilbronn University of Applied Sciences 12

2.4    Language Trips – economic impact

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State Year Effects in US$Argentinia 2006 $50 Mio.

Australia 2006 $1.169 Mio.

Canada 2008 $1.759 Mio.

Irland 2006 $769 Mio.

New Zealand 2008 $184 Mio.

Spain 2008 $730 Mio.

UK 2004 $2.590 billion

The total of the language travel market amounted to more than 10 billion US$, theeconomic impact varying, however, from region to region because of a concentration in certain geographical areas (Florida, California, Malaga, English South Coast, Côte d‘Azur.In these regions the effect on the job market is noticeable as well. E. g. per 4 studentscoming to Australia a new job is created.

Source: ALTO, Global Directions in Language Travel 2009

Part 3

Challenges

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3.1   Finding the right school

How to go about it?

• Personal information from colleagues and friends• Advertising material (catalogues – websites – flyers)• Travel Agency (catalogues plus advice)• Search machines (Google etc.)• German Language Travel Association (FDSV) (www.fdsv.de)

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An Example: Internet  ‐ „Language Tours“       

• EF Sprachreisen• carpe diem• RUF Sprachreise• Sprachcaffee• Direkt Sprachreisen• Dialog• Panke Sprachreisen• lingoschools• Kolumbus Sprachreisen• LISA!• Sprachurlaub.de

• Carl‐Duisberg Sprachreisen (CDC)• linguland• ESL Sprachreisen• Sprachreisen weltweit• iSt• Jürgen Matthes• Zebra Tours• Dr. Steinfels• LAL Sprachreisen• flamenco Sprachreisen• Delfin Sprachreisen

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3.2    Criteria for Choosing (I) 

• Target region

• Preferred destination

• Motivation: holiday – better school results –business, etc.

• Costs

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3.2    Criteria for Choosing (II) 

•School Characteristics

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• Local situation (central / suburban …) • Accessibility (especially challenged clients)• Assets (Media centre, library, cafeteria, internet

access etc.)• Range and structure of courses (levels – group

sizes – number of teaching units – duration ofunit – teaching methods)

• Qualification of teachers (native + TEFLCertificate or equivalent)

• Nationality mix of clients• Leisure activities

3.2   Criteria for Choosing (III)

• Quality Criteria

Founded in ??? (experience)

Professional (full‐time or temporary)

Accredited by national institution (British Council, EAQUALS, Istituto

Cervantes, Souffle etc.)                          Or

International accreditation agency (e.g. DIN CERTCO)

Quality control (Complaint Management System)

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When Booking – What you need to know

How are providers organised?(Legal responsibilities of provider / Rights and Duties / Terms and

Conditions of Contract )

• Part of a chain (Head Office?)

• Individual Company (privately owned / language tour operator)

• Agency (i.e. acting for a principal)

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Part 4

Summary

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4.1   General Guidelines

• The German Language Travel Association,  www.fdsv.de(Quality guidelines / Independent Academic Advisory Board / Strict admission requirements for membership)

• German Institute for Standardization (DIN CERTCO)

• EN 14804 (Certification according to European norm, e. g. DIN CERTCO certificate based on provider and school audits)

• Special Guidelines for Minors

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4.2   Personal Evaluation

Was the language trip successful?Personal Assessment:• More fun using the foreign language• Fewer inhibitions• Learning about another culture• Meeting new people• Positive memories

Professional Effects:• Better career prospects• Being well‐prepared for the global market

Did I like it? Do I profit from it?

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Thank you for your kindattention!

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