Professional identity, curriculum and teaching<i>Intercultural Communication</i>: an Indonesian case study

Gandana, Isti Siti Saleha; Parr, Graham

doi:10.1080/07908318.2013.833620

Cited by 34 publications

(33 citation statements)

References 40 publications

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“…Similarly, Gandana & Parr (2013) "I have a unique experience of how I am aware of English varieties. When I make listening materials in one of my course assignment, my lecturer told me that my listening, not authentic since it contained only one variety of speakers.…”

Section: Resultsmentioning

confidence: 99%

“…As an example, in Indonesia, some reputable or international schools still use native centered-based curriculum such as Cambridge as their reference in teaching English. Similarly, Gandana & Parr (2013) discusses the issue of English varieties applicability through EIL concept in Indonesia. It indicates that lecturers around Asia, including Indonesia, still lack awareness with the issue of English varieties.…”

Section: Introductionmentioning

confidence: 99%

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Lecturers' Attitudes towards English Varieties Exposure in Indonesia

Hariri

Munir

Anam

2019

nobel

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This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Lecturers' Attitudes towards English Varieties Exposure in Indonesia

Hariri

Munir

Anam

2019

nobel

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“…Beyond methodology, researchers have been interested in areas such as the interrelationship between language and cultures, language and identity, and learning autonomy. Gandana and Parr (2013) carried out a case study on a teacher's beliefs, understanding of the English language and intercultural language teaching. Gandana and Parr showed how offering an intercultural language teaching course is complex procedurally because an institution has to take into account the already acquired local values and customs as well as expectations of the institution where the course is offered.…”

Section: Pedagogical Issuesmentioning

confidence: 99%

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

et al. 2020

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This article reviews the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019. It brings together a body of research consisting of 108 sources, ranging from journal articles, book chapters, conference proceedings and doctorate dissertations, to inform the international research and practice community. The contributions cover primary education, secondary education and tertiary education in highly diverse Indonesia where 707 living languages co-exist and struggle to find space in its linguistic ecology. The discussion will provide insights into how factors such as educational policies, ideologies as well as sociocultural and religious values are in contestation in shaping research into and the practice of English language education in the complex, dynamic and polycentric sociolinguistic situation of Indonesia, which has been recently conceptualized as superglossia (Zein, 2020). It is hoped our insights will help inform other multilingual contexts facing the unprecedented need for transforming English language education in this increasingly globalized world.

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“…Hermawan and Lia (2012) also looked at patterns of cultures in textbooks through sociological approach. Gandana and Parr (2013) focused on teachers' identity and cross-cultural understanding. These researchers did not identify teachers' and lecturers' understanding of IC and mostly concentrated on the content analysis of the textbooks.…”

Section: Introductionmentioning

confidence: 99%

Promoting Intercultural Competence in Bilingual Programs in Indonesia

Abduh

Rosmaladewi

2018

Sage Open

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Most studies of intercultural competence in bilingual programs have been conducted in non-Asian contexts resulting in little information on how Indonesian educators promote intercultural values within bilingual programs. This research contributes to the body of literature that examines the promotion of intercultural values within bilingual higher education in Indonesia. It focuses on lecturers' perceptions of their strategies to teach and promote intercultural values in Indonesian higher education institutions (IHEIs). Data collection employed in-depth semi-structure interviews of eight lecturers that teach in three different programs: Math; Economic and Political Science bilingual programs. The findings of this study show that intercultural competent components include open-minded attitudes, reciprocal interaction, and respecting differences. In addition, two important strategies to promote intercultural competence are in-country programs and international intercultural programs. This study has implications for the success of similar programs and the ways to gain intercultural competence within higher education contexts.

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Professional identity, curriculum and teachingIntercultural Communication: an Indonesian case study

Cited by 34 publications

References 40 publications

Lecturers' Attitudes towards English Varieties Exposure in Indonesia

Lecturers' Attitudes towards English Varieties Exposure in Indonesia

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

Promoting Intercultural Competence in Bilingual Programs in Indonesia

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