Investing in English Private Tutoring to Move Socially Upward: A Narrative Inquiry of an Underprivileged Student in Hong Kong

Autor/in	Yung, Kevin Wai Ho
Titel	Investing in English Private Tutoring to Move Socially Upward: A Narrative Inquiry of an Underprivileged Student in Hong Kong
Quelle	In: Journal of Multilingual and Multicultural Development, 41 (2020) 10, S.872-885 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yung, Kevin Wai Ho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1660667
Schlagwörter	Social Mobility; Tutoring; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; High Stakes Tests; Longitudinal Studies; Student Attitudes; Essays; Reflection; Parent Attitudes; Teacher Attitudes; Social Networks; Institutional Characteristics; Reputation; Social Capital; Disadvantaged; Academic Aspiration; Low Income Groups; Case Studies; Secondary School Students; One Parent Family; Hong Kong + Suchen Sie Ihr Suchwort? Soziale Mobilität; Förderkonzept; Nachhilfeunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Essay; Aufsatzunterricht; Elternverhalten; Lehrerverhalten; Social network; Soziales Netzwerk; Sozialkapital; Case study; Fallstudie; Case Study; Sekundarschüler; Single parent family; Ein-Eltern-Familie; Hongkong
Abstract	Access to private tutoring, or shadow education, significantly contributes to the increasing disparities in the attainment of language learners from different family backgrounds worldwide. In ESL/EFL contexts, many students subscribe to English private tutoring (EPT) in hopes of getting good English results in high-stakes examinations to secure a university place. This longitudinal narrative inquiry investigates the experiences of a financially disadvantaged student who managed to pay the tuition to subscribe to an EPT class in Hong Kong. Multiple sources of data collected throughout the year from six rounds of in-depth interviews with the student; three reflective essays; classroom observations and interviews with the student's tutor, schoolteacher and parent yielded thick description of the student's narrative. Informed by Norton Pierce's notion of "investment," the analysis reveals how the participant invested in EPT to overcome existing educational inequalities. The tutorial class was perceived by the student as a place to expand her social network with students from prestigious schools, with a hope to ultimately gain the economic capital for escaping poverty. This study has implications regarding the effects of inequalities of educational opportunities in affluent societies. It indicates the need for further research on language learners' experiences in the shadow education context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01