Since the future of the world is English, many countries now include English in their primary education curriculum, so language proficiency can be achieved more quickly and effectively. As two or more languages knowledge are competing linguistically in the brain, the early introduction to English means putting the other languages known by the Indonesian English language learners in a competition. On the other hand, despite its controversy, bilingualism and multilingualism, when achieved fully and proportionally, is cognitively and socially beneficial. This article reviews the potential effects of including English early in the Indonesian curriculum and the recommendation for the Indonesian’s future multilingual education and research. The discussion resulted in some important conclusions. Firstly, considering the Indonesian-English far typological distance, learning English requires some time and cognitive effort. For Indonesian bilinguals/multilingual, this means early introduction to English means higher confidence in producing the language verbally later on. During this early learning of English, the Indonesian language (and any other ethnic language that forms the speaker’s identity should also be used simultaneously to create the same purpose; a sense of belonging towards and confidence in using the language(s). In short, multilingualism that includes foreign language instruction; national and minority language use and maintainance,  should be enhanced and normalised from childhood.

This study aimed to investigate the problems that parents faced and how they dealt with them during the online learning process. The study used the qualitative research method. The study enlisted 10 people (parents) as the participants to describe the type of issues that arose during the online learning process. The data were then examined through data reduction, data display, and conclusion drawing. The findings revealed that parents faced a variety of issues that hampered the learning process; the issues were primarily caused by a lack of a good phone, internet data, and poor connection. The study suggests that in order to fix the problems, parents should contact the teachers and seek help from others.

This paper describes the types of irony used by Charles Dickens in his notable early work, Oliver Twist, as well as the reasons the irony was chosen. As a figurative language, irony is utilized to express one's complex feelings without truly saying them. In Oliver Twist, Dickens brought the readers some real social issues wrapped in dark, deep written expressions of irony uttered by the characters of his novel. Undoubtedly, the novel had left an impact to the British society at the time. The irony Dickens displayed here includes verbal, situational, and dramatic irony. His choice of irony made sense as he intended to criticize the English Poor Laws and to touch the public sentiment. He wanted to let the readers go beyond what was literally written and once they discovered what the truth was, they would eventually understand Dickens' purposes.