Abstract
The individualistic nature of learning nowadays, coupled with the global spread of English, has contributed to the rise of shadow education in English. This study focuses on one of its forms, one-on-one private tutoring in English (PTE); more specifically, it explores this privately purchased service through the eyes of its recipients, learners of English. The aim of this study is to uncover the nature of the PTE that the learners experienced and the perceived role of this type of education in their lives. The study investigates the learners’ lives from early childhood to their entry to university, deploying a narrative interview as a data-gathering instrument. Twenty respondents were interviewed; then the qualitative analysis of the interviews was conducted using open coding. The findings of the study suggest that PTE supplements formal education in the course of the students’ lives. Its role in learners’ lives is linked to remedial or enrichment purposes. Children’s involvement in PTE is initiated either by their parents or by the children themselves for a variety of purposes reflecting all kinds of their needs. Concerning those who provide PTE, they constitute a diverse group including both native and non-native speakers of English; however, nothing is known about them and about the quality of their service. Furthermore, the study identified two specific features of PTE: the demand for PTE for primary school pupils and the phenomenon of the native speaker tutor.
Highlights
Šťastný (2016) explored the use of various organisational forms of private tutoring in the Czech context; the results indicate that individual lessons prevail (78%) over small groups (22%); the occurrence of small groups in private tutoring in English (PTE) was much higher compared to mathematics (32% vs. 15%)
The study sheds some light on PTE in the Czech context by uncovering the perspectives of its recipients
The findings of the study suggest that PTE supplements formal education in the course of the respondents’ lives, including early childhood
Summary
A significant number of students receive some type of private tutoring (Yung, 2019) This widespread phenomenon is referred to as a shadow education system.1 Bray (1999) justified the use of the metaphor of a shadow in the following way: First, private supplementary tutoring only exists because the mainstream education exists; second, as the size and shape of the mainstream system change, so do the size and shape of supplementary tutoring; third, in almost all societies much more public attention focuses on the mainstream than on its shadow; and fourth, the features of the shadow system are much less distinct than those of the mainstream system
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