A Dream of a Better Education System

I first began to doubt the public education system in primary school. I often reflected that learning foreign languages could (and should) be more enjoyable, meaningful, and effective.

During classes, I imagined how I would conduct lessons if I were the teacher. I came up with topics and methods that would truly engage students. I fantasized about lessons that were fascinating, practical, and memorable. This is how a vision of an alternative approach to teaching was born in my mind.

(Along my journey in search of the ideal lesson, I encountered many wonderful teachers from whom I learned a great deal. Mr. Rapacki showed me during private lessons how important solid methodological skills and proper pronunciation are. In high school, Ms. Ola instilled independence in me, and Mr. Darek demonstrated how to lead engaging discussions. Still, I constantly kept inventing ways to improve every class).

To finally bring my ideas to life, I spent a year intensively learning English. I was accepted into an English philology program, where I met outstanding methodologists. They prepared me for what I had been eagerly awaiting – my first teaching practicum!

Collision with Reality

I first stepped into the role of a teacher in 1997, beginning my practicum at High Schools No. 3 and 5 in Wrocław. At last, I brought my dream to life: I started working with teenagers and creating my own teaching materials. I spent hours preparing each lesson, enthusiastically designing colorful comics, photo collections, and other activities to surprise my students. They were attractive not only for them – for the first time in my life, I wasn’t bored in class either! Many years later, my photo collections evolved into a feature on the proprietary VOCAbite e-learning platform – today learners and teachers can generate random images and use them in educational games. A large part of the Prolang method followed exactly this path: from pre-Internet ideas, through self-programming and adaptation, to a platform that every Prolang learner now uses on their laptop or phone.

In 2000, I was hired as a teacher at a technical secondary school. However, my first years in public education were far from idyllic. I often struggled with a lack of student engagement and reluctance to work in groups. This pushed me to dive deeper into teaching methodology and search for a “recipe” for a lesson format that would spark interest even in the most disengaged student. Parts of my method became: an engaging lead-in, bite-sized teaching techniques, and activating new knowledge through dialogues. I also began to understand how important a clear and well-structured lesson framework is – the early foundations of the proprietary Prolang journal. Since then, I have traveled a long road as a teacher and coach, yet I still meet former students who remember our classes as valuable. That reassures me that Prolang’s core values have worked consistently and effectively for years.

A Good Lesson Is Not Enough – First Steps in Management

Once I felt confident in my chosen methods, I realized that being a creative teacher was only the first step toward effective education. While working as a coordinator of language courses at the Wrocław Pałacyk, I had the opportunity to observe the industry from another perspective: organizational and marketing. I organized leaflet and poster campaigns, synchronized methodological programs, handled settlements with teachers and learners, and prepared budgets. Having seen how a language school operates from both the teacher’s and management’s perspectives, I noticed problems on both sides. I understood that my dream of an ideal school could only come true if I took all these aspects into my own hands. In 2002, I founded a sole proprietorship under the Prolang brand.

The following goals guided me:

– methodological support and professional development for teachers while respecting their individual teaching styles,

– a friendly service system,

– transparent rules and timely settlements,

– the highest standards of cooperation with clients,

– real support in every matter – breaking away from the stereotype of an intermediary school that only issues invoices.

Prolang – Language Courses for Companies

In 2006, English language teaching in Poland was largely directed at children and teenagers. If someone dreamed of working in an international environment, finding a good Business English course (let alone industry-specific courses in logistics, finance, IT…) was a challenge. Addressing this niche became a natural step in the company’s development. I therefore focused on adult learners – specifically, professionals who wanted to advance their careers through English. That’s how I began teaching Business English in companies.

The requirements and expectations of corporate employees were entirely different from those of my previous high school students, but thanks to my love of variety, preparing classes was a pleasure. We learned from each other – they gained knowledge in Business English, and I learned about recruitment, banking, management, marketing, and sales. I significantly expanded my arsenal of industry-specific educational materials. Everything began to come together into a functional whole – innovative teaching methods, proprietary materials, and an organized management style. The school gained momentum, allowing me to expand the team and hire the first teachers. Some of them are still part of Prolang today and have been continuously developing the skills of business professionals for over 17 years.

The 2009 crisis hit the training industry hard, and the young Prolang team was no exception. However, thanks to a fantastic team of excellent teachers and the constant support of my sister Ewa and my father Roman, Prolang emerged from the crisis stronger.

The next 10 years were a story of dynamic growth. We created the VOCAbite e-learning platform, combining homework assignments from teachers, self-study materials, tests, and games. We built a publishing house from scratch, under which original Business English learning materials were released – Business Photo Cards, ESL Worksheets, and industry e-books. Prolang became active on social media, at conferences, and engaged in pro-educational charitable initiatives. Teachers from around the world continuously joined us, united by a passion for teaching business language. We worked hard on the company’s organizational structure, adapting to industry trends and client expectations, and building a culture of feedback and effective communication.

I have always been guided by one main principle – treat others as you would like to be treated. It is not the easiest path in business, but thanks to it, today I can proudly look at a stable and well-organized language school with its own vision and teaching method.

Prolang Today

In 2024, we celebrated the school’s 22nd anniversary. Today, Prolang is:

– a place where you can learn as many as 11 languages without leaving your home,

– a team of 70 expert teachers from around the world delivering online classes in logistics, medicine, pharmaceuticals, law, architecture, IT, sales, manufacturing, and many other fields,

– a team of methodologists who continuously train and develop the Prolang staff and create proprietary educational materials and workshops,

– over 1,000 ambitious and committed learners,

– an audit center that verifies the language proficiency of company employees and candidates,

I am deeply grateful to the Prolang team and our teachers for their constant hard work, passion for teaching, and belief in my mission to develop professionals within companies. Thanks to you, my dream has not only come to life but continues to grow. Together, we create and deliver a service that is appreciated and empowers people to transform their careers and lives.

Piotr Tryhubczak