A Shortfall In Classroom Resource May Not Though Be As Damaging As It

A shortfall in classroom resource may not though be as damaging as it sounds. Research from Denmark suggests that school expenditure on educational resources has little statistical impact on educational attainment. However, the conductor of the study, Heinesen (2005) noted that positive effects of expenditure were more noticeable when spent on pupils from disadvantaged backgrounds. One could argue that these sorts of pupils are more likely in Argentina, effectively still a developing country.
However, many researchers including Graddy and Richards, concur that the one resource that all pupils must have access to is a teacher. And that the lower the pupil-teacher ratio the better that access will be. Graddy (2005) argues that results from schools in the UK have shown a consistent negative relationship between increasing class sizes and decreasing student performances. It is the student-staff ratio that is, according to Graddy and many commentators, that is the most important factor in educational attainment and therefore the most important resource in a school is the number of available teachers. This is arguably the same for an EFL school and should be recognised in planning the strategy of the school in Argentina.
Conclusion
The problems that beset ESL schools worldwide are not, commonly, related to the national environment that they operate within. Therefore it is reasonably difficult to suggest factors specific to Argentina that would make operating a language school in this country particularly difficult or troublesome. Similarly, issues identified by Goker as unique to language schools, and therefore definitely areas of potential improvement, are applicable to language schools globally and not just in Argentina, Britain or any other individual country. If the analysis in this essay has shown anything it is that language schools lack a communicative network and a methodology of best-practise and that much rests on the ability of the teacher not just in the classroom but as a leader and manager also.
Therefore the suggestions made in this essay with relation to schools in Argentina are applicable to EFL schools generally just as wider, general views are applicable to Argentinean schools.
EFL schools need to develop a clear strategy, and manage this in relation to their resources; they need to ensure that they and the people in them can change and develop. Changes in EFL teaching have been happening at ever-faster rates and in ever-increasing complexity but perhaps the biggest issue remains that EFL teachers continue to remain in the best position to judge the progress of the students in their classroom and then can adapt a curriculum and teaching method around their observations.