EFL: REVISITING ELT PRACTICES IN INDONESIA

  • Jayanti F
  • Norahmi M
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Abstract

In the last decades, we have witnessed a revolutionary spread of English worldwide. This global spread of English can be attributed to the combination of various historical, political, economic, cultural, and technological factors. This led to the emergence of new varieties of English, multiple linguistic and cultural identities. However, for decades, the Western paradigm of English language teaching has occupied a prestigious position in Asia, including Indonesia. This paradigm neglects the emerging varieties of English. Furthermore, it is important to recognize that language teaching and learning is affected by a host of factors ranging from the macro political and cultural environments of a country or region to the micro perceptions and practices of individual teachers or learners, which calls for different methodologies for different learners or learning situations. This article attempts to discuss briefly the current issues in English language teaching (ELT) in Indonesia from English as lingua franca (ELF) perspectives, particularly by taking a close look at all the local features and limitations in the established theories and practices in ELT in Indonesia. As English becomes the language for international communication, more people use English for various purposes. Probably between two and three billion people speak English (Ur, 2009). English is used for academic purposes, tourism, entertainment, business and finance, information, political, interpersonal relationships and many other international purposes. Thus, having the ability to communicate in English becomes crucial. Crystal (2003) estimated that only about a quarter of the 1.5 billion or so people who speak English are native speakers, while the rest are those who speak English as a second language and foreign language. It is often claimed that around 80 per cent of the world's communication in English is among non-native speakers using the language with each other as a lingua franca rather than with native speakers. As a lingua franca, English is a " contact " language, lingual medium communication, between people of different mother tongues and culture (Firth, 1996). People in the expanding circle use English for international communication and English occupies the dominant role in education system and a means of international communication (Sharma, 2008). He later adds that the people in the Expanding Circle usually do not use English for day to day purpose in local community but to communicate with people across nations and culture. This global spread of English and its emerging dominant roles have brought challenges in teaching and learning of English. For decades, English language teaching (ELT) professionals in Indonesia have embraced the paradigm of teaching developed in Western countries. The traditional practices in Indonesia employ memorization and form-focused

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Jayanti, F. G., & Norahmi, M. (2015). EFL: REVISITING ELT PRACTICES IN INDONESIA. Journal on English as a Foreign Language, 4(1), 5. https://doi.org/10.23971/jefl.v4i1.70

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