Indonesian JELT
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ESL and content teachers’ collaboration
Get PDFThis paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion
Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching
Get PDFWithin English language teaching (ELT), critical scholarship has paid ever-increasing attention to identity, experience and (in)equity, and thus to privilege-marginalization: where it comes from, how and why it manifests, who (potentially) experiences it, and what might be done to address inequity in (and potentially beyond) the profession. This dialogue is intertwined with broader attempts in the field to account for the complexity of identity and interaction in settings around the globe. In this article, I discuss how categorical apprehensions of identity, experience and privilege-marginalization, and approaches to (in)equity, have framed discourse within critical scholarship. I then survey how more recent work has called into question many of the critical “assumptions” (Pennycook, 2001) both shaping and shaped by such theory and inquiry. This scholarship contends that critical lenses predicated upon categories of being, while calling attention to idealized nativeness embedded in ELT, fail to account for the contextualized, sociohistorical negotiation of privilege-marginalization within and transcending communities around the globe. Next, in order to contextualize and unpack these divergent lenses, I provide a review of critical dialogue attending to Japan, both in and beyond ELT, noting in conclusion how privilege-marginalization within ELT is intertwined with the sociohistorical negotiation of “selfhood” and “otherness” pertaining both to Japanese society and Japan and “the world beyond.” I close by briefly commenting on future directions for critical scholarship in ELT, and the challenges facing, and yet to be faced by, its stakeholders
Revisiting an English extensive reading program in a low “commercial” resources setting
Get PDFThis paper is a teacher’s critical reflection on the implementation of an Extensive Reading (ER) Program in a teaching context with low resources of commercial graded readers. The paper presents the teacher's dialogue with the ten principles for ER in designing and implementing an ER program. During this process, there are several issues related to the education system and culture as well as the availability of L2 resources. The paper firstly starts with the initial reflection on the previous practices on teaching English reading at a tertiary level to identify the problems. Next, the rationale for initiating an Extensive Reading Course is laid out. Then, samples of teaching activities implemented during the program are presented. Lastly, reflective evaluation of the program is presented with several contextual and pedagogical considerations in working at a low English “commercial” resources context
“I’m like kentang”: Bilingual Indonesians construction of identity in the era of transnationalism
Get PDFThis study looks at bilingual Indonesians who experienced living abroad as sojourners. The study aims to explore their identity experiences and struggles as influenced by their interactions with other language(s) and culture(s). An open-ended questionnaire and interview questions were used to obtain information on the respondents’ short biodata and experiences abroad. Nineteen respondents participated in an online open-ended questionnaire, and a few respondents volunteered to be interviewed. The findings reveal that these bilinguals Indonesian sojourners find it challenging to explain themselves from the monocultural essentialists view of identity. They identify themselves strongly with both their home and host countries and cultures but remaining staying open to new possibilities of identities. Yet, there are also traces of contradicting and conflicting selves of belonging in both cultures
Language learning strategies among Vietnamese EFL High School students
Get PDFDespite productive research on language learning strategies (LLS), LLS is still a multifaceted topic subject to controversy. Thus, previous researchers have encouraged conducting further LLS research in different educational contexts and student population. The current study was conducted to examine the LLS use among high school students, a relatively neglected population in previous LLS studies. Participants in the study were 83 Vietnamese tenth-graders who were administered the Strategy Inventory for Language Learning (SILL) by Oxford (1990), including six subscales: memory-related, cognitive, compensatory, metacognitive, affective and social strategies. The results suggested that high school learners utilized a wide range of language learning strategies at a medium level of frequency, indicating a necessity for more explicit LLS instruction. While metacognitive strategies were reported as the most frequently utilized strategies, affective strategies were the least. Cognitive strategies, which were strongly related to other LLS groups, tended to play the central role in the language learners’ LLS employment. Gender was confirmed to be a significant factor that influenced the students’ LLS usage only in the case of social strategies. Pedagogical implications regarding strategy instruction were discussed
Comparing the effect of ICT and longhand note-taking instructions towards learners’ comprehension test results
No full textWith the advancement of technology nowadays, taking notes by hand seems old-fashioned to most students nowadays. They prefer typing using their various gadgets since it will be done faster, especially when there is a lot of information to be recorded. However, the use of ICT devices (such as laptops, smartphones, and tablets) in the classroom has a tendency to be distracting for the students – it is very easy for the students to take out their gadgets and click on Facebook or other applications during a dull lecture. The purpose of the present study is to find out whether note-taking using ICT devices affect the students’ understanding of the lecture. This study will use a quasi-experimental design, with 52 English department students of a private university as the participants. They will be divided into two groups as the control and experimental group. Participants of both groups were instructed to watch a video from TED talks twice. While watching the video, the control group was instructed to take notes by hand, while the other group was instructed to take notes using their various devices. After that, participants had to do a comprehension test of the lecture video. The results revealed that participants who took notes by handwriting performed better in comprehension test compared to those who took notes using ICT devices
Recultured language in Indonesian English Language Teaching
Get PDFWhile historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education
A text-based learning model for college General English
Get PDFThe fact that an English learning program is provided to equip college students with English skills poses several problems since every university, even every non-English department, likely has its own system. One solution is to provide an acceptable material that is arranged based on the language that needs to be acquired. In order to solve the problem of supporting the English learning process in college, this research aims to produce a learning model for the novice level, i.e. college general English. The general English course is needed to provide the students with college English before academic English. Thus, the problem discussed in this study is what is the acceptable product of the text-based college general English? The researcher employed ADDIE model for the instructional design. The researcher also adopted Borg’s and Gall’s R&D model as the research methodology. The final result was a course book named College Just Ahead. This book consists of five units, which has two or three sub-units in every unit. The result showed that the product was acceptable by the mean score above 4.00 out of 5. Therefore, when it is completed, the course is more transferable. The students and instructors more focus on the process of acquiring an English competence, so that the product is more valid and reliable
Teaching L2 writing through the use of Systemic Functional Linguistics (SFL)
Get PDFThis study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity. The data of this study were the twenty students’ hortatory texts which was analyzed using a framework of textual meaning proposed by Butt (2000). The analysis of the students texts show that most students were able to self-edit their own writings and edit their peer’s writing using thematic progression and cohesive devices. Students adopted skills of using both strategies in creating cohesiveness in their writing. In addition, students also produced critical response to the topic given through its theme and thematic displayed in the text analysis
Native-speakerism revisited: Global Englishes, ELT and intercultural communication
Get PDFThe English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts