Article Sidebar

Submitted
Jun 27, 2020
Accepted
Jan 2, 2021
Published
Dec 31, 2020
Download
pdf
Statistic
Read Counter : 166 Download : 133

Main Article Content

Abstract

This study investigated Indonesian English teachers’ perspectives on cultural elements in English learning. 12 English teachers who had various teaching experiences were engaged as the participants of this study. They were selected to be the participants using purposive sampling technique. The data revealed that Indonesian English teachers rested upon a modernist paradigm that was anchored in the native-speakerism ideology. Philosophically and practically, they had not yet integrated the aspects of multiculturality and interculturality that are intrinsically the integral parts of English teaching and learning. The present study recommends that English teaching and learning in Indonesia be conceptualized on the basis of intercultural language teaching and learning which sets a goal leading student to manage to communicate using English with all people in the world with their diverse cultures. Further studies are expected to develop an intercultural English learning model that aligns with the anthropological nature of Indonesian students.

Keywords

Culture English English Learning in Indonesia

Article Details

Creative Commons License

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

How to Cite
Hamid, A., Jumatul, H., & Sarwo, E. (2020). Cultural Elements in English Learning: English Teachers’ Perspectives. ELITE JOURNAL, 2(2), 185-196. Retrieved from https://www.elitejournal.org/index.php/ELITE/article/view/33

References

  1. Allen, L. Q. (2004). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals, 37(2), 232–239. https://doi.org/10.1111/j.1944-9720.2004.tb02196.x
  2. Assemi, A., Saleh, S., Asayeshh, M. E., & Janfaza, E. (2012). Culture within Language. International Conference on Language, Medias and Culture, 33, 78–82.
  3. Barrett, M., Byram, M., Lázár, I., Gaillard, M. P., & Philippou, S. (2014). Developing intercultural competence through education. (J. Huber & C. Reynolds, Eds.) (Vol. 1). Council of Europe Publishing. F67075 Strasbourg Cedex.
  4. Byram, M. (1986). Cultural studies in foreign-language teaching. Language Teaching, 19, 322–336. https://doi.org/10.1017/S0261444800011101 Byram, M. (1997). Teaching and assessing intercultural communicative competence. Frankfurt Lodge, UK: Multilingual Matters LTD.
  5. Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: The Council of Europe.
  6. Byram, M., & Parmenter, L. (2012). The common european framework of reference: The globalisation of language education policy. Bristol: Multilingual Matters.
  7. Byram, M., & Wenger, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, (December 2017), 1–12. https://doi.org/10.1111/flan.12319
  8. Chastain, K. (1988). Developing second-language skills. USA: HBJ Publishers.
  9. Crozet, C., & Liddicoat, A. J. (1997). Teaching culture as an integrated part of language: An Introduction. Australian Review of Applied Linguistics, 14, 1–22.
  10. Crozet, C., & Liddicoat, A. J. (1999). Turning promises into practices: the challenges ofintercultural language teaching. Australian Language Matters, 7(1), 3–4, 12.
  11. Crystal, D. (2008). Two thousand million? English Today, 24(01), 3–6. https://doi.org/10.1017/S0266078408000023 Dervin, F., Gajardo, A., & Lavanchy, A. (2011). Politics of Interculturality (1st ed.). 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK: Cambridge Scholars Publishing.
  12. Elmes, D. (2013). The relationship between language and culture. 鹿屋体育大学学術研究紀要, 46, 11–17. https://doi.org/10.1111/j.1467-9280.2009.02412.x
  13. Fang, F. G. (2017). World Englishes or English as a Lingua Franca: Where does English in China stand? English Today, 33(1), 19–24. https://doi.org/10.1017/S0266078415000668 FitzGerald, H. (1999). What culture do we teach? In J. Lo Bianco, A. J. Liddicoat, & C. Crozet (Eds.), Striving for the Third Place: Intercultural Competence through Language Education. (p. 127). Melbourne: Language Australia.
  14. Halliday, M.A.K. (1978). Language as social semiotic. The interpretation of Language andMeaning. London: Edward Arnold.
  15. Halliday, Michael Alexander Kirkwood. (2009). Language as social semiotic: towards a general sociolinguistic theory. Language and Society, 10(1975), 169–201. Retrieved from https://goo.gl/vqQ6H9
  16. Hamied, F. A. (2012). English in Multicultural and Multilingual Indonesian Education. Multilingual Education, 1(English as an International Language in Asia: Implications for Language Education), 63–78. https://doi.org/10.1007/978-94-007-4578-0_5
  17. Holliday, A. (2013). Understanding intercultural communication: Negotiating a grammar of culture. New York: Routledge.
  18. Hua, Z. (2013). Exploring Intercultural Communication. Exploring Intercultural Communication: Language in Action. https://doi.org/10.4324/9780203798539
  19. Hymes, D. (1972). On communicative competence. (J. B. Pride & J. Holmes, Eds.). Harmondsworth: Penguin.
  20. Jenkins, J. (2000). The phonology of English as an international language. TESOL Quarterly. Oxford: Oxford University Press.
  21. Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157. https://doi.org/10.2307/40264515
  22. Kachru, B. B. (1990). World Englishes and applied linguistics. World Englishes, 9(1), 3–20.