The Hidden Curriculum of Work in English Language Education: Neoliberalism and Early English Programs in Public Schooling

Autor/in	Sayer, Peter
Titel	The Hidden Curriculum of Work in English Language Education: Neoliberalism and Early English Programs in Public Schooling
Quelle	In: AILA Review, 32 (2019) 1, S.36-63 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Neoliberalism; Second Language Learning; Second Language Instruction; English (Second Language); Hidden Curriculum; Teaching Methods; Foreign Countries; Developing Nations; Economic Development; National Programs; Educational Policy; Learning Processes; Social Class; Social Differences; Socioeconomic Status; Human Capital; Working Class; Middle Class; Advantaged; Elementary School Students; Institutional Characteristics; Comparative Analysis; Mexico + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Heimlicher Lehrplan; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; nicht übertragen; Politics of education; Bildungspolitik; Learning process; Lernprozess; Social classes; Soziale Klasse; Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; Humankapital; Arbeiterklasse; Mittelschicht; Mexiko
Abstract	There has been a rapid global expansion of English instruction in the early grades in public school curricula. Particularly in so-called developing countries, the increase of and its shift from exclusively private to public education is linked to the idea that acquiring English promotes personal, social, and economic development. The author takes one case of a recent early English program, the national program in Mexico, and argues that it is a representative case of a language education programme and policy organized around neoliberal principles. The policy's stated goal is to address issues of access and equity for public school students; however, findings indicate that the actual processes of teaching and learning at the classroom level remain highly stratified across social class lines. An analysis of English lessons in schools at different points on the socioeconomic spectrum illustrates that instruction is preparing children with certain types of skills and dispositions congruent to their class position and revealing the hidden curriculum of work in early English education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01