Table 2 Description of how NEAT texts were selected and positioned
From: Discursive conflicts in news media and the suspension of a government-led test of English in Korea
Stages | |||
|---|---|---|---|
Creation (with TOEFL crisis) | Expansion (NEAT implementation) | Extinction (NEAT abolition) | |
Positioning | Problem | Supporting | Supporting |
Agenda | 1. Supply and demand | 1. State-led accountability | 1. Domestic purposes only |
2. Inconvenience | 2. Practical English | 2. Private education | |
3. Foreign currency outflow | 3. Technological efficiency | 3. “Easy CSAT” | |
4. Technical failure | |||
Positioning | Solution | Opposing | Opposing |
Agenda | 1. State intervention | 1. Private education expenditure | 1. (Back to) CSAT-prep English |
2. Korean TOEFL with official recognition | 2. Teach-to-the-test | 2. Wasted budget | |
3. Students victimized | |||