Teaching English with numerical formulae by building the English language onto the Universal Linguistic Platform(ULP) of the students, thus avoiding all sorts of confusion and considerably reducing the time and effort it normally takes to learn English.
Business Opportunities & the Mathematical English System
The Floating Market
The concept of the ‘floating market’ refers to a part of the whole market which is unconquered; which does not belong to anyone; and which is free for the take. Not every industry has a floating market, but for sure the language education industry has a rather large one. It is, in fact, at least as large as the occupied market which is already getting what it pays for.
Let us consider the Republic of Korea for example. Korea has an approximate population of 46 million, and that a quarter of the population consists of students. This means that in Korea there are 11,500,000 students who school from the age of 6 until the age of 23-24. They are all required to learn English in school. This is the total market in Korea. It is also well-known that the public schools cannot and do not prepare the students for English examinations. The students have to take language classes on their own for passing English exams. From the above figure let us deduct a very generous 10% from the total market for those students who are unable to learn English, no matter what, because they just do not have the proper character to learn a second language. That leaves an estimated 11,385,000 of students who can be taught English and who are already making the effort to acquire the English language. If all these students had actually learnt the English language as they had hoped to, it would have meant that we could speak to anyone on the streets in Korea and one out of every 5 people we speak to would be able to converse with us in English. This sadly is not the case at the moment, but the reality of the matter is that we cannot even say that one out of every 10 people on the street would be able to converse with us in English. So far, this means that the success rate of the English education system is below 10% in Korea. Of course, we have to accept the fact that most schools are only preparing the students for written exams, so let us very generously round up this number to half of the available market. That means that in Korea there are 115,000 students who cannot learn English (10%); 5,692,500 students who are already getting what they want (45%); and another 5,692,500 students who are unable to learn English with the currently used methods. These latter ones are the floating market in Korea.
This means that all the existing schools that are engaged in teaching English earn their incomes from one half of the total estimated market. The students that form the other half of this market are going around trying different schools hoping to find a suitable curriculum through which they will be enabled to master the English Language.
Whoever could satisfy these 5,692,500 students of the floating market could capture at least one half of the available market in Korea.
If each of these students pays about 100 USD monthly for the classes, then that company would earn a monthly purse of 569,250,000 USD.
Realistically speaking, I believe that in Korea the floating market is around 70% of the available market. Let me be generous here. I would say that the 50% I used for this calculation is the European standard. No European private language schools can be certain that they can enable 50% of their students to speak English, but judging by the English speaking population of the non-Anglophone countries, we can grant them this generous 50%.
If in your country the stage of the English language education industry is different, following the above given method you can calculate the monthly purse for your country to see the magnitude of implementing the Mathematical English System there.
The Language Teaching System to Capture the Floating Market
It is evident that, at present, the language education industry does not have any solution to the plight of the floating market, or else, there would not be a floating market at all.
This also raises the need for a solution to this problem and that the solution to this problem has to be completely different in its principles from everything that is being applied today.
This means that such a solution would have to come from an entirely different environment, not from the academia.
If all the methods applied by academia fails 50% of the time and this creates a floating market that mirrors its own image, then a completely new language teaching system can be the only logical solution. The difference between a system and a method is that a system works for the student, but a method requires that the student work with it. A solution to the problem also requires that such a system has to be integrated. An integrated system has to be a symbolized knowledge of the language otherwise it would only be a bunch of linguistic exercises and practices with a lot of hope, but no aim and no way to achieve the goal. Integrated symbolized knowledge equals a set of formulae that achieves the goal of imparting the essence of the English language. Such a system has no other way but to match the interior make up of the language and the logic on which English was created. (Grammar is none of these, by the way.)
If such a system is possible, then it would also work with other western languages and, in fact, with most spoken languages as well. If this is really the case, then it has to be built on and should correspond with the structural essence of all languages.
The Mathematical English System (M.E.S.) is the only one that has all these requirements and thus will be able to dominate the floating market in any country where English is not spoken.
I shall summarize the special features of the Mathematical English System below this:
- It re-initiates all those mental functions that a child has to perform in order to learn his mother tongue, meaning that it teaches one English in the same way as one learned one’s first language
- It is a two-mind learning curriculum
- It is a system, not a method, which could work with most languages as well
- It uses numerical formulae in place of grammatical explanations
- It is structured as a set of mathematical/numerical formulae and therefore it is an integrated system
- It teaches communication before language
- It follows the exact same structure as the Human Linguistic Communication
- It develops the English language on the students’ Universal Linguistic Platform – not in their memories where language is not processed!
- It has an end, a final lesson, whereby imparting the Complete English Linguistic Structure (CELS) in the students’ mind is done
- It imparts the CELS in less than 2 years with a 90-95% success rate with one class per week (tested in Korea)
This system enables the students to: to reduce the time it takes to learn English
to save on tuition fees
to learn English the way he learned his mother tongue
to avoid all forms of confusion
to remain motivated and monitor his own progress
Marketability and Competition
Language is a big subject and volumes have been written about it all over the world, but yet, no school would have the courage to match its curriculum to all the others’. So, all the advertisements you can find about English teaching methods and curriculums are basic descriptions that any other school also can claim for their method. I always wonder if they have nothing better to say about their teaching methods. Schools always advertise their establishments and not their curriculums because they are essentially all the same. The explanation of the Mathematical English System is its best advertisement. It is enough to explain the system if one wishes to knock every other school out of the saddle. The Mathematical English System is the only curriculum that can claim that it teaches English the same way that any person learned that person’s mother tongue. Any school that cannot claim this will only be able to compete with the company that implements the Mathematical English System if it highlights its other conveniences, such as location, old history, management, etc. Still, a sane student-wanna-be would always ask the question: “Can you teach me English the way I learned my mother tongue?”
Until today, no school has ever been able answer this question with a “yes”, so potential students never wanted to investigate in this direction. In the future this will change. It will be very hard to sell those classes that are unable to teach the human mind the same way it has learned its first language.
On the other hand, the company who can fulfill this expectation will stay afloat in business. Moreover, the company who starts claiming this specialty, will at first, be doubted, later investigated, and then followed. Such a company will dominate the English education industry in its country because the other schools will have no choice but to accept its leadership. The best products have a quality that can take care of their marketing entirely.
The Mathematical English System does not need to fight a tough battle to reach its rightful place in the industry because it is above competition. Other teaching methods are competing for the 45% of the available market, as we have seen above, but the Mathematical English System aims at the other half of the market. However, it does not take a genius to figure out that if the M.E.S. gets implemented in a country, then those students who can learn English by any other method will also prefer to try the Mathematical English System first, simply because they save time and effort. This is to say that the success of the company that implements the Mathematical English System depends mainly on how fast it can build up a nationwide network of schools and a national grading system for the students.
The Future of Language Learning
New eras were often initiated by important discoveries and innovations. When something enables the people to start doing an activity in a more advanced way than in the past, a new era starts and new big players emerge on the scene.
In the 18th century a linguist by the name of Wilhelm von Humboldtsaid that ‘we cannot teach a language; we can only set the environment for learning to take place.’
Ever since, academics have been following this path and they have been merely setting up environments in the classrooms for learning to take place. Not being able to think outside this box is one of the reasons why academia has so far not come up with a language teaching system that actually teaches the language and is not engaged in just setting up an environment for learning to take place.
When the Mathematical English System stands up and says ‘’ Here I am, and I can teach you western European languages” there will not be a single rational minded student who will want to pay for someone who is setting up environments for learning to take place. To think otherwise is an insult to the human intellect.
The Mathematical English System is not just a system that will start a new way of doing the language business, but it is also a system that ends an era of setting up environments for learning to take place and actually imparts the Complete English Linguistic Structure (CELS) into the students’ mind.
If you look back to the time when you were learning a foreign language you can never recall a day when your teacher made you understand what the structure of a language was. It was expected of you to discover it as your mind was fed with more and more linguistic date in the classroom.
How much easier it would have been if the structure of the language was explained to you, and you were made to understand what it takes to acquire that structure, and most importantly, what you had to focus on from the start?
Throughout my life I have learned five languages and studied three more, but none of the people who taught me could tell me all this. They were just setting up the environment for my learning of the particular Language to happen. In the name of those billions of language students, thank you Sir Wilhelm von Humboldt.
Now, with the Mathematical English System this is going to change.
The Universal Linguistic Platform (ULP)
If the Mathematical English System is really as good as it gets, then certainly there would be other people and institutions trying to find the solution to the plight of the floating market; a linguistic pattern that matches is inherent to all the languages, and a way to initiate those mental functions that we first used for learning our mother tongue.
Prof. Noam Chomsky has proposed the existence of a universal grammar in 1965. He explained that there has to be a pattern or an inbuilt linguistic system in every healthy child that allows him to learn languages.
He said: “You and I can learn English, as well as any other language, with all its richness because we are designed to learn languages based upon a common set of principles, which we may call universal grammar.”
He was right about most of what he said. So, has he found the universal grammar ?
So, is there a structure that is present in all languages?
There is. I call it the Universal Linguistic Platform. This is a two dimensional mental sphere, on one side limited by the three dimension of human thinking, and on the other, the three dimensions of all human languages. Languages can only be used and understood on this platform and while all the other language teaching methods are doing essentially memory work, the Mathematical English System systematically builds the English language in the students’ ULP where languages are processed and used.
Learning English this way results in learning it about four times faster than it took to learn our mother tongue. This is another reason why the potential students would choose the Mathematical English System over the traditional methods.
Implementing the Mathematical English System
When a company or a language school franchise looks through the possibilities of adopting the Mathematical English System, the first issue to contemplate is what will happen if another company implements it in the country.
Can the company deal with a problem of this magnitude?
This is where a rational minded entrepreneur would start his thinking about whether or not to implement the Mathematical English System. All the other issues are secondary to the fact that in a country there shall be only one company which will own the right to use the Mathematical English System.
So, the same question in a simple term is whether to win it all or to lose it; whether to dominate the industry in the future or to be dominated.
For any company that would implement the Mathematical English System in any country, I foresee the following benefits in store for it:
-Become the only big player in the English language teaching industry in the country eventually
-Stay above the business competition so long as the company operates
- Centralise the English education in the private sector
-Become the owner of a trustworthy brand in English education
-Build a new, more effective business model for English schools to follow
-Make other schools earn more money by joining the franchise
-Charge higher fees and still make the students save on tuition fees by considerably reducing the time it takes to learn English
-Become a certifying body with authority and recognition in the country
As you can see, what I offer is a new beginning in the industry.
I sincerely hope that this short introduction has revealed to you the potential magnitude of the business opportunity that awaits any business entity who decides to take upon itself the task of implementing the Mathematical English System. I trust that you have understood what I am offering you and that you will get back to me for a more detailed introduction to or explanation of the Mathematical English System.
