Abstract
This chapter reports an investigation of the educational needs served by private tutoring in English for families whose children are learning English as an additional language (EAL) in Australian primary schools. Intensive qualitative analyses were conducted on interview data produced with three parents. The analyses looked in detail at the capital exchanges involved in private tutoring. They showed that tutoring was a means of parental involvement in their children’s academic work when direct transmission of parental cultural capital was not possible. The chapter discusses resonances between this use of tutoring in Australia as an ‘inner circle’ nation of English use and the use of tutoring in Hong Kong as an ‘outer circle nation’. It also discusses policy settings that are making the use of tutoring ‘thinkable’ for parents of EAL students in Australia.
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This study was funded by Australian Research Council Project, DP160100848, Private literacy tutoring: A sociology of shadow education.
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Dooley, K., Briant, E., Kimber, M. (2023). Shadow Education in Literacy for Migrant Students Learning in English as an Additional Language in Australian Primary Schools. In: Yung, K.W.H., Hajar, A. (eds) International Perspectives on English Private Tutoring. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-26817-5_14
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