The Testing Culture and the Role of Private Education

Autor/inn/en	Brutt-Griffler, Janina; Kim, Sumi
Titel	The Testing Culture and the Role of Private Education
Quelle	In: Language, Culture and Curriculum, 36 (2023) 3, S.293-309 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brutt-Griffler, Janina) ORCID (Kim, Sumi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2148686
Schlagwörter	College Entrance Examinations; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Private Education; Tutoring; Scores; High School Students; Student Attitudes; High Stakes Tests; Language Teachers; Teacher Attitudes; Public School Teachers; Writing Skills; Speech Communication; Language Skills; South Korea + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Privatunterricht; Förderkonzept; Nachhilfeunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Language teacher; Sprachunterricht; Lehrerverhalten; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; Korea; Republik
Abstract	Entrance to prestigious four-year colleges in South Korea depends heavily on secondary school curricula and scoring high enough on the university entrance exam known as the College Scholastic Ability Test (CSAT). The current national policy has elevated English to the same level of importance as math and Korean on the CSAT. Private English lessons, a part of the burgeoning shadow education, are vital to high school students seeking to obtain a high score, since students do not perceive that public school English education suffices for this immediate goal. Through an analysis of survey data gained from 420 high school students and semi-structured interviews with 15 English teachers, this study shows that Korea's testing culture leads to the devaluing of public school teachers and curricula and does not promote competences in speaking and writing. Our analysis suggests the necessity of curriculum reform that advances the empowerment of public school English teachers while ensuring a focus on all four language competences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01