No abstract

Native-speakerism is a crucial issue to discuss in ELT, especially related to the different ideological views on World Englishes and ‘standard’ English. Differences in ideology about English and its variations have an impact on the English teaching implementation. Many studies have examined discrimination practices driven by native-speakerism ideology in educational contexts such as in the preference of English teacher recruitment which prefers teachers who are considered as native speakers. Although studies have discussed native-speakerism ideology, not many studies have discussed native-speakerism ideology from the perspective of English teachers in Indonesia. This study, therefore, aims to find out how widespread this ideology is among English teachers of a private school in metropolitan Jakarta. It seeks to explore the dimensions of native-speakerism in the various aspects of the English teaching profession. This study is interview-based research with seven participants. Data collection was done by conducting individual interviews for 30-40 minutes which then were analyzed descriptively to identify the recurring themes. The results showed that there were traces of native speakerism ideology among the English teachers in Permata schools that views English from a purist perspective towards the language and its culture. This purist perspective is reflected from how they defined native-speakers of English and depicted the ownership of English, language learning and teaching beliefs, and their teaching practices.

No abstract

This 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.

This study explored the pre-service teachers (PSTs) professional identity construction during their teacher education training at a private university in Central Java, Indonesia. It particularly investigated their understanding of the teaching profession and their professional identity, guided by two research questions: 1) what have been the influential aspects of the Indonesian pre-service teachers’ investment in the teaching profession? and 2) what professional identities do the PSTs (re)construct during their teacher education training? A qualitative case study was adopted as the design of this study. Data of this study were collected using an open-ended questionnaire and in-depth semi-structured interviews. Participants of this study are eleven PSTs of a private university in Central Java. The obtained data were analyzed by using the theoretical grounding of situated learning, professional identity, and investments. An interpretive approach and thematic analysis were adopted in coding and analyzing the PSTs’ open-ended questionnaire responses and narrative accounts obtained from the interviews. It is found that most aspects of PSTs’ construction of professional identity are their continuous learning participation and contemplation during their training in the English teacher education (ETE) program and their dynamic inner dialogue with their two selves (i.e. the student-self and the teacher-self) during the teaching practicum at school. These influential aspects lead to the emerging professional identity of the PSTs as caring, motivational, pleasant, and empathetic teachers. This result implies the need to emphasize the acquisition of teacher identity and reflective teaching at the heart of teacher education.