English, Tracking, and Neoliberalization of Education in South Korea

Autor/in	Byean, Hyera
Titel	English, Tracking, and Neoliberalization of Education in South Korea
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 49 (2015) 4, S.867-882 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.257
Schlagwörter	Neoliberalism; Educational Policy; Foreign Countries; Middle School Teachers; Disadvantaged; Track System (Education); English (Second Language); Second Language Instruction; Second Language Learning; Language Role; Student Placement; Equal Education; Access to Education; Student Needs; Teaching Methods; Selective Admission; Academic Ability; South Korea + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Ausland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Leistungsgruppe; Leistungsdifferenzierung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Schülerpraktikum; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsselektion; Korea; Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01