The Testing culture and the role of private education

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2022-12-15 DOI:10.1080/07908318.2022.2148686

Janina Brutt‐Griffler, Sumi Kim

引用次数: 0

Abstract

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.

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测试文化与私立教育的作用

摘要韩国著名的四年制大学的入学在很大程度上取决于中学课程，以及在大学入学考试（即大学学术能力测试）中的高分。目前的国家政策已将英语在CSAT中的重要性提升到与数学和韩语同等的水平。私立英语课是新兴影子教育的一部分，对于寻求高分的高中生来说至关重要，因为学生们认为公立学校的英语教育不足以实现这一直接目标。通过对420名高中生的调查数据的分析和对15名英语教师的半结构化访谈，本研究表明，韩国的考试文化导致公立学校教师和课程的贬值，并不能提高口语和写作能力。我们的分析表明，有必要进行课程改革，以提高公立学校英语教师的能力，同时确保关注所有四种语言能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.