Threshold in Facts and Figures

Our 2025 data show that corporate language training is the heart of what we do. Approximately nine out of every ten lessons we deliver are part of corporate programmes.

That scale demands a stable trainer network, effective coordination, methodological leadership, a robust management system, reporting capabilities, and the ability to maintain quality across many courses, companies and locations simultaneously.

English accounts for nearly four-fifths of our 2025 teaching volume. This reflects the reality of corporate training: for many clients, English is the working language — or the language they plan to use as their business grows.

The rest of the chart is equally telling. Czech for foreigners, German, Spanish, French and other languages show that corporate language training is not simply a matter of “English for everyone.” Companies need support for international employees, for business relationships in specific regions, and for less common communication situations.

Less widely taught languages are operationally demanding. Finding the right trainer, conducting observations and securing appropriate materials all require a more tailored approach. Their presence in our portfolio reflects our ability to respond to clients’ specific needs.

Data from 2018–2025 show that English has been the dominant language of corporate training throughout this period, consistently accounting for between 74% and 80% of total teaching volume. This confirms that English remains the main working language — or the target language for professional development — for the majority of our clients.

Czech for foreigners has held steady at around 9% since 2022, reflecting the growing importance of international employees and the need for their deeper integration into the workplace.

German, by contrast, shows a declining trend in our data. This does not mean German is becoming less important, but it points to a shift in corporate demand: English is increasingly chosen as the common working language across regions.

For corporate clients, online delivery dominates: employees often work partly from home, companies lack dedicated classroom space, and there is a clear need to connect teams across different offices and locations.

Public courses are almost entirely in-person. Personal atmosphere, group dynamics and the local nature of these courses all play a role. Learners — and parents of younger students — are often looking not only for language progress but also for a safe environment and direct contact with a trainer.

For us, the format should never be an end in itself; it should match the course objective, learners’ circumstances, and the situations in which the language will actually be used.

The level distribution shows that the largest share of teaching takes place at A2 to B2, with B1 being the strongest single level. This reflects the reality of corporate training: learners are rarely complete beginners — they need to reactivate the language, sharpen their accuracy and use it with greater confidence.

At lower levels, clear structure, repetition and a safe environment for language use are essential. At B1 and B2, the focus shifts to practical communication, spontaneous responses and working with real workplace scenarios.

The smaller share of C1 and C2 teaching does not reflect lower importance — quite the opposite. These are often the most demanding assignments: presentations, negotiations, specialist language, precision of expression and stylistic flexibility.

Our trainer team is approximately three-fifths Czech trainers and two-fifths international trainers. A Czech trainer typically has a strong understanding of the difficulties Czech learners face, can explain the language in context, and is often the better choice when systematic grammar and structure work is needed. An international trainer offers natural language immersion, cultural context and an organic motivation to communicate.

We therefore do not select trainers based on a simple “Czech or international” rule, but according to the course objective, learner level, their needs and the situations in which they will be using the language.