English Language Teacher Preparation in Asia

English language education in Indonesia: A review of research (2011–2019)

“…Consideration of the multilingual context of Indonesia is also evident in studies that utilize teachers’ and students’ linguistic repertoire. This is evidenced by the presence of studies such as Cahyani, de Courcy, and Barnett (2018), Hidayati (2012), Ningsih (2016), Sugiharto (2015c), Zein (2018b) and Zentz (2015).…”

“…Sugiharto (2015c) then argued for the necessity of a paradigm shift in teaching writing, accentuating the need to allow learners to uncover their diverse linguistic repertoire while shaping language to appropriate their interest, culture and identity. Zein (2018b) employed multivocal ethnography to investigate the translanguaging practice of English for young learners (EYL) teachers. His study demonstrated that a teacher's multimodal approach to metadiscursive translanguaging could allow for the integration of all discursive resources (e.g.…”

“…The complex interplay of English, Indonesian and indigenous languages within one's linguistic repertoire is the subject of studies by Cahyani et al (2018), Sugiharto (2015c) and Zein (2018b). These studies show evidence of how Indonesian teachers and scholars employ translanguaging as an act of combining two languages as a unity or one linguistic repertoire, allowing them to select features strategically for effective communication.…”

English, multilingualism and globalisation in Indonesia

“…Such a unified curriculum would focus on the development of a complementary relationship between English and other languages. For this to happen, it requires a move away from the monolingual view of language teaching that treats languages as separate entities to a pedagogy that allows fluid, mobile and multiple discursive resources in multilingual classrooms (Zein, in press). This requires Indonesian teachers of English to move away from the monolingual pedagogy, where use of the first language (L1) should be entirely avoided, to a translanguaging pedagogy where L1s are valued and deliberately utilised (Canagarajah, 2013; García, 2014).…”

“…During the process, there is what Jenkins (2015) called ‘repertoire in flux’, which includes particular items of English being used as a first language and other languages and which may receive either temporary or long-term influence on one another during the course of interaction by the multilingual interlocutors. In doing so, teachers encourage learners towards metadiscursive translanguaging practices to assemble the elements of their linguistic repertoire before being able to produce the standardised forms of the L2 (García, 2014) (see Zein, in press, for elaboration in the Indonesian classroom).…”