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English, Tracking, and Neoliberalization of Education in South Korea

English, Tracking, and Neoliberalization of Education in South Korea

 Byean, Hyera.
 2015
 pages 867-882. A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữ
Tác giả CN Byean, Hyera.
Nhan đề English, Tracking, and Neoliberalization of Education in South Korea / Hyera Byean.
Thông tin xuất bản 2015
Mô tả vật lý pages 867-882.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt Drawing upon the experiences and dilemmas of the author, a middle school English teacher in South Korea, this article illuminates the ways in which neoliberal reforms in education intersect with English, and how such links have entailed the class-based polarization of education in Korean society. Given the prominent role that English plays in neoliberal policies—namely, serving as a direct index of elite schools and track placement—unequal access to English across the class spectrum restricts the prospects of disadvantaged students in the neoliberal education market. Tracking is one way in which this unequal access is manifest in the Korean educational landscape. Tracking refers to placing students in accordance with their academic abilities in order to tailor instruction to best meet students needs (Oakes, 1985). Contrary to its intended purpose, however, tracking has been vehemently criticized for exacerbating educational inequalities (Gamoran, 2010; Hallam & Ireson, 2005; Oakes, 1985; Oakes, Gamoran, & Page, 1992). By locating the tracking policy against the backdrop of the local significance of English, this article identifies hidden agendas underlying tracking practices surrounding English, and further highlights how the interplay of English and neoliberalism mediates relations of class and inequality while justifying policies and practices surrounding English as the imperatives of globalization.
Thuật ngữ chủ đề English language-Study and teaching-Periodicals.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Nguồn trích TESOL Quarterly- Volume 49, Issue 4, December 2015.
MARC
Hiển thị đầy đủ trường & trường con
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362[0 ] |a Vol. 49, N.4 (December 2015)
490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a Drawing upon the experiences and dilemmas of the author, a middle school English teacher in South Korea, this article illuminates the ways in which neoliberal reforms in education intersect with English, and how such links have entailed the class-based polarization of education in Korean society. Given the prominent role that English plays in neoliberal policies—namely, serving as a direct index of elite schools and track placement—unequal access to English across the class spectrum restricts the prospects of disadvantaged students in the neoliberal education market. Tracking is one way in which this unequal access is manifest in the Korean educational landscape. Tracking refers to placing students in accordance with their academic abilities in order to tailor instruction to best meet students needs (Oakes, 1985). Contrary to its intended purpose, however, tracking has been vehemently criticized for exacerbating educational inequalities (Gamoran, 2010; Hallam & Ireson, 2005; Oakes, 1985; Oakes, Gamoran, & Page, 1992). By locating the tracking policy against the backdrop of the local significance of English, this article identifies hidden agendas underlying tracking practices surrounding English, and further highlights how the interplay of English and neoliberalism mediates relations of class and inequality while justifying policies and practices surrounding English as the imperatives of globalization.
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