is the end of Brick-and-Mortar English Language Schools in Sight

The closure of one of Europe’s biggest English-language schools, which had a global presence and operated for three decades, raises an important question: is the end of brick-and-mortar English-language schools in sight?

There are several drivers behind the desire to learn English. These include:

* Better job opportunities

* Wider social networks

* A general interest in learning other languages

The brick-and-mortar model used across Europe has traditionally involved enrolling students from non-English-speaking countries, including European and South American nations—particularly Colombia and Brazil. These students travel to the host country to live and study English for several months, depending on the level of proficiency they wish to attain. 

The trend has also been for students to find jobs in the host country after acquiring a basic knowledge of English. Employment allows them to immerse themselves further in the language as they work towards greater proficiency. A considerable number have remained in their host countries for years after completing their English studies.

This relationship between language ability and employment is well established. The OECD describes proficiency in the host country’s language as one of the most important skills migrants need to participate fully in society and the labour market. Research has also found that stronger host-language proficiency can significantly improve migrants’ employment prospects.[1][2]

However, with migration reaching historically high levels in parts of Europe—particularly in some small island nations—competition for jobs has become more intense, especially for people who cannot speak English fluently. Eurostat reported that 5.1 million immigrants arrived in the European Union from non-EU countries in 2022, more than double the 2.4 million recorded in 2021.[3] Although migration patterns differ considerably between countries, greater competition for employment may reduce the appeal of travelling abroad to study English, particularly among prospective students whose main objective is migration and employment.

Furthermore, the effect of digitalisation cannot be overlooked. The digital space is filled with language-learning applications, some of which offer immersive tutorials and personalised digital coaches. Learners also have access to portable, real-time translation tools. Together, these developments are likely to reduce the proportion of prospective students who consider physical language schools their only realistic option. The European Commission has acknowledged both the potential and the limitations of these technologies in language education, stressing that they must provide genuine educational value.[4]

Some brick-and-mortar English-language schools have responded by developing their own digital applications and offering hybrid learning. This approach allows them to combine the flexibility of online study with the benefits of classroom teaching and face-to-face interaction.

Nevertheless, while a segment of prospective students will continue to prefer classroom learning and in-person interaction, several questions arise:

* Is this segment large enough to sustain the myriad of English-language schools operating across Europe?

* Is it robust enough to pay the bills and keep the lights on for the foreseeable future?

* As immersive technology advances, what language solution could eventually make conventional language schools unnecessary—a chip, virtual-reality translation glasses or something not yet imagined?

The likely outcome may not be the complete disappearance of physical language schools, but a difficult period of consolidation. Schools that depend entirely on international students travelling abroad solely to learn English may face increasing pressure. Those that combine language training with employment skills, recognised qualifications, cultural immersion, professional networks and credible migration-related pathways may have a stronger reason to exist.

I recommend thus;

1. Brick-and-mortar English-language schools should consider securing a share of the digital market through strategic collaborations or stand-alone projects.

2. They could deploy their extensive linguistic, teaching and assessment expertise in the training and evaluation of language models and related educational technologies.

3. They should begin diversifying their portfolios by offering relevant, job-ready courses alongside English-language instruction. This could attract prospective students who are interested in migration and employment. Schools would need to research the labour needs of their countries of operation, develop courses connected to in-demand or shortage occupations, and establish relationships with employers and industry bodies. This approach would also reflect the OECD’s emphasis on linking language instruction with labour-market participation.[1]

4. Schools could convert underused hostels into residential or short-let apartments, subject to local planning, housing and licensing regulations.

5. They could convert surplus school premises into bespoke office or co-working spaces for rent.

6. They could pivot towards becoming full-time education-technology research institutions and seek relevant European Union research grants. Horizon Europe is the EU’s principal research and innovation funding programme until 2027, while Erasmus+ also supports cooperation projects relating to the digital transformation of education and training.[5][6]

 References

1. OECD, Indicators of Immigrant Integration 2023: Immigrant Skills and Labour Market Integration.

   [https://www.oecd.org/en/publications/2023/06/indicators-of-immigrant-integration-2023_70d202c4/full-report/component-8.html](https://www.oecd.org/en/publications/2023/06/indicators-of-immigrant-integration-2023_70d202c4/full-report/component-8.html)

2. Schmid, L., “The Impact of Host Language Proficiency on Migrants’ Employment Outcomes,” American Economic Journal: Economic Policy.

   [https://www.aeaweb.org/articles?id=10.1257/aeri.20220386](https://www.aeaweb.org/articles?id=10.1257/aeri.20220386)

3. Eurostat, Migration and Asylum in Europe – 2024 Edition.

   [https://ec.europa.eu/eurostat/web/interactive-publications/migration-2024](https://ec.europa.eu/eurostat/web/interactive-publications/migration-2024)

4. European Commission, Artificial Intelligence as an Asset to Language Learning in Europe.

   [https://school-education.ec.europa.eu/en/discover/news/artificial-intelligence-asset-language-learning-europe](https://school-education.ec.europa.eu/en/discover/news/artificial-intelligence-asset-language-learning-europe)

5. European Commission, Horizon Europe.

   [https://research-and-innovation.ec.europa.eu/funding/funding-opportunities/funding-programmes-and-open-calls/horizon-europe_en](https://research-and-innovation.ec.europa.eu/funding/funding-opportunities/funding-programmes-and-open-calls/horizon-europe_en)

6. European Commission, Digital Transformation Plans for Education and Training Institutions.

   [https://education.ec.europa.eu/focus-topics/digital-education/actions/plan/digital-transformation-plans-for-education-and-training-institutions](https://education.ec.europa.eu/focus-topics/digital-education/actions/plan/digital-transformation-plans-for-education-and-training-institutions)