AbstractAlthough Singapore schools are English-medium, Mandarin is a compulsory subject for students of Chinese heritage. As young Singaporeans increasingly speak English at home, the required study of Mandarin has become a source of anxiety for families. Mandarin ‘enrichment centers’, which provide supplementary language classes, leverage this anxiety in various ways, from promising top exam results to highlighting non-traditional pedagogical approaches. This analysis draws on data from the websites of 14 such centers, focusing on how these programs position learners in relation to the notion of linguistic entrepreneurship (De Costa et al. 2016). We identify three broad classes of enrichment center: Traditional, Modern Traditional, and Anti-Traditional, each offering distinct imaginings of the learner as linguistic entrepreneur. Traditional centers highlight academic achievement, promising ‘exam-focused’ strategies to optimize school performance. Modern Traditional centers, in contrast, frame enrichment as an elite lifestyle choice, emphasizing exclusivity and luxury. Finally, Anti-Traditional centers distance themselves from conventional pedagogy, and invoke notions of holistic, experiential learning. Across these categories, we observe a common discourse of Mandarin learning as a character-building struggle, in which centers provide unique resources enabling learners to survive the Singapore education system and emerge as ideal neoliberal subjects who have maximized their potential.
Over-estimating the effects of teacher attributes on school performance in the Chilean education system
