The Hidden and not-so Hidden Curriculum of Private Language Schools: Observations on Social Positioning in the Classroom
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DeMarco Berman, Stephanie
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This paper outlines the findings of three classroom observations at two private language institutes in Edinburgh, Scotland. The research was carried out in response to the shortage of studies looking at privileged students in social class and educational research. An analysis of both classroom observations and the institutional curriculum were conducted in an attempt to identify instances of social positioning by the texts, the teachers and the students themselves. The analysis suggests that privileged students position themselves, or are positioned by others, into dominant roles within the classes even in lessons with strong social class underpinnings. The findings of this research help give a broader understanding of the major class stratifications that may be going on in English language education.