Contradiction between Policy and Teacher Belief about Intercultural Approach to English Language Teaching in Indonesian Universities

Muhammad Aulia

Abstract


Teacher belief about Intercultural Approach to English Foreign Language Teaching (EFLT) is central for its practical teaching and learning activities. Otherwise, intercultural communicative competence (IC) will not culminate in improved knowledge, skills, and attitudinal development. A linear consistency between what a policy constitutes and how teachers perceive, and act is fundamental for the pedagogy. However, such a harmony has not been exhaustively investigated on multiple-layered practices and actors. It is found that there exists contradiction on institutional and individual levels in understanding the the pedagogy. It is suggested that these teachers must be equipped with professional developmental activities involving reflexivity on both their own wisdom of practice and critical awareness to be integrated into intercultural teaching and learning activities.


Keywords


teacher belief; intercultural EFL pedagogy; Indonesian universities

Full Text:

PDF

References


Astuti, R.W., Waluyo, H.J., and Rohmadi, M. (2019). Character Education Values in Animation Movie of Nussa and Rarra. Budapest International Research and Critics Institute-Journal (BIRCI-Journal). P. 215-219.

Baker, W. (2011). Intercultural Awareness: Modelling an Understanding of Cultures in Intercultural Communication through English as a Lingua Franca. Language and Intercultural Communication, 11(3), 197-214.

Bennett, M. (2009). Defining, measuring, and facilitating intercultural learning: a conceptual introduction to theIntercultural Educationdouble supplement. Intercultural education, 20(sup1), S1-S13. doi:10.1080/14675980903370763

Bhabha, H. K. (1994). The location of culture. New York: Routledge.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. doi:10.1017/s0261444803001903

Byram, M. (1997). Teaching and assessing intercultural communicative competence: Multilingual Matters.

Byram, M. (2012). Language Awareness and (Critical) Cultural Awareness--Relationships, Comparisons and Contrasts. Language Awareness, 21, 5-2), p.5-13. doi:10.1080/09658416.2011.639887

Byram, M., & Feng, A. (2004). Culture and language learning: Teaching, research and scholarship. Language Teaching, 37(03), 149-168. doi:http://dx.doi.org/10.1017/S0261444804002289

Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching. A practical introduction for teachers. Strasbourg: Council of Europe.

Byram, M., Nichols, A., & Stevens, D. (2001). Developing intercultural competence in practice (Vol. 1): Multilingual Matters.

Byram, M., & Zarate, G. (1997). The sociocultural and intercultural dimension of language learning and teaching (Vol. 2): Council of Europe.

Castro, P., Sercu, L., & Mendez Garcia, M. d. C. (2004). Integrating language‐and‐culture teaching: an investigation of Spanish teachers' perceptions of the objectives of foreign language education. Intercultural education, 15(1), 91-104.

Chang, M. B. (2009). Korea's English Education Policy Innovations to Lead the Nation into the Globalized World. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 83-97.

Chappell, P. (2017). Interrogating your wisdom of practice to improve classroom practices. ELT journal, ccx004.

Chomsky, N. (1987). Language: Chomsky's theory. New York: Oxford University Press.

Clarke, I., Flaherty, T. B., Wright, N. D., & McMillen, R. M. (2009). Student Intercultural Proficiency From Study Abroad Programs. Journal of Marketing Education, 31(2), 173-181. doi:10.1177/0273475309335583

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches: Sage publications.

Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. The Modern Language Journal, 94(3), 434-452.

Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms. Tesol Quarterly, 31(3), 451-486.

Fleming, M. P. (2009). Becoming interculturally competent through education and training: Multilingual Matters.

Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge‐base of language teacher education. Tesol Quarterly, 32(3), 397-417.

Gee, J. (1994). New Alignments and Old Literacies: critical, literacy, postmodernism and fast capitalism. Thinking work, 1, 82-104.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.

Halliday, M. A. K. (1978). Language as social semiotic: London Arnold.

Hamid, M. O. (2010). Globalisation, English for everyone and English teacher capacity: Language policy discourses and realities in Bangladesh. Current Issues in Language Planning, 11(4), 289-310.

Hamid, M. O., Nguyen, H. T. M., & Baldauf, R. B. (2013). Medium of instruction in Asia: Context, processes and outcomes. Current Issues in Language Planning, 14(1), 1-15.

Hamied, F. A. (2012). English in multicultural and multilingual Indonesian education. In A. Kirkpatrick & R. Sussex (Eds.), English as an international language in Asia: Implications for language education (pp. 63-78): Springer.

Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421-443.

Haney, J. J., Lumpe, A. T., Czerniak, C. M., & Egan, V. (2002). From beliefs to actions: The beliefs and actions of teachers implementing change. Journal of Science Teacher Education, 13(3), 171-187.

Holliday, A. (2009). The role of culture in English language education: Key challenges. Language and Intercultural Communication, 9(3), 144-155.

Holliday, A. (2013). Understanding intercultural communication: Negotiating a grammar of culture: Routledge.

Hooks, B. (1996). Teaching to Transgress: Education as the Practice of Freedom. Journal of Leisure Research, 28(4), 316.

Hua, Z. (2013). Exploring intercultural communication: Language in action: Routledge.

Jimenez Raya, M., & Sercu, L. (2007). Challenges in Teacher Development: Learner Autonomy and Intercultural Competence. Foreign Language Teaching in Europe. Volume 10: ERIC.

Johnson, K. E. (1996). The Role of Theory in L2 Teacher Education*. Tesol Quarterly, 30(4), 765-771.

Johnson, K. E., & Golombek, P. R. (2011). Research on second language teacher education: A sociocultural perspective on professional development: Routledge.

Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.

Krashen, S. (1982). Principles and practice in second language acquisition: Oxford Pergamon.

Kubota, R. (2017). Globalization and Language Education in Japan. In Second and Foreign Language Education (pp. 287-299): Springer.

Kurikulum 2013 Dokumen Konseptual Pengembangan Silabus Revisi 2016 [Trans. Curriculum 2013 Conceptual Syllabus Development Document Revision 2016]. (2016). Jakarta

Lafford, B., & Collentine, J. (2006). The effects of study abroad and classroom contexts on the acquisition of Spanish as a second language. The art of teaching Spanish: Second language acquisition from research to praxis, 103-126.

Liddicoat, A. J. (2008). Pedagogical Practice for Integrating the Intercultural in Language Teaching and Learning. Japanese studies., 28(3), 277-290. doi:10.1080/10371390802446844

Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning: John Wiley & Sons.

Mahon, J. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural education, 17(4), 391-405.

Manara, C. (2014). " That's What Worries Me": Tensions in English Language Education in Today's Indonesia. International Journal of Innovation in English Language Teaching and Research, 3(1), 21.

Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education, 37(1), 116-129.

Marx, H., & Moss, D. M. (2011). Please Mind the Culture Gap: Intercultural Development During a Teacher Education Study Abroad Program. Journal of teacher education, 62(1), 35-47. doi:10.1177/0022487110381998

Meyer, M. (1991). Developing transcultural competence: Case studies of advanced foreign language learners. Multilingual Matters, 136-136.

Miles, M. B., Huberman, A. M., & Saldana, J. (2013). Qualitative data analysis: A methods sourcebook. Los Angeles: SAGE.

Moloney, R. (2009). Investigating intercultural competence: A doctoral experience. University of Sydney Papers in TESOL, 4(4).

Moloney, R. (2013). Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia. Language, Culture and Curriculum, 26(3), 213-228.

Moloney, R., & Harbon, L. (2010). Student performance of intercultural language learning. Electronic Journal of Foreign Language Teaching, 7(2), 177-192.

Moloney, R., & Oguro, S. (2015). The effect of intercultural narrative reflection in shaping pre-service teachers’ future practice. Reflective Practice, 16(1), 96-108.

Pollard, A. (2002). Reflective teaching: Effective and evidence-informed professional practice ([New ed.], Andrew Pollard with contributions by Janet Collins…[et al.] ed.). London, England: Continuum.

Pradana, D. A., et al. (2020). Nasionalism: Character Education Orientation in Learning Development. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Volume 3, No 4, Page: 4026-4034.

Rathje, S. (2007). Intercultural competence: The status and future of a controversial concept. Language and Intercultural Communication, 7(4), 254-266.

Saleh, A., Mujahiddin. (2020). Challenges and Opportunities for Community Empowerment Practices in Indonesia during the Covid-19 Pandemic through Strengthening the Role of Higher Education. Budapest International Research and Critics Institute-Journal (BIRCI-Journal). Volume 3, No 2, Page: 1105-1113

Sercu, L. (2005). Foreign language teachers and the implementation of intercultural education: a comparative investigation of the professional self‐concepts and teaching practices of Belgian teachers of English, French and German. European Journal of Teacher Education, 28(1), 87-105.

Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural education, 17(1), 55-72.

Sercu, L., & Bandura, E. (2005). Foreign language teachers and intercultural competence: An international investigation (Vol. 10): Multilingual Matters.

Shulman, L. S., & Wilson, S. M. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach (Vol. 8): Jossey-Bass Inc Pub.

Van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. Sociocultural theory and second language learning, 245.

Vygotsky, L. S. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.

Wodak, R., & Fairclough, N. (2010). Recontextualizing European higher education policies: The cases of Austria and Romania. Critical Discourse Studies, 7(1), 19-40.

Woods, D. (1996). Teacher cognition in language teaching:beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.

Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language Awareness, 20(2), 81-98.




DOI: https://doi.org/10.33258/birci.v4i4.2793

Article Metrics

Abstract view : 5 times
PDF - 2 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.