Zein - 2018 - From EFL To ELF - Implications For Teacher Education Copy 2
Zein - 2018 - From EFL To ELF - Implications For Teacher Education Copy 2
Zein - 2018 - From EFL To ELF - Implications For Teacher Education Copy 2
Teacher
education for English as a Lingua Franca: Perspectives from Indonesia (pp. 21-40). New York:
Routledge.
Introduction
English in Indonesia is situated within the second largest linguistic ecology in
the world, with 707 living languages being spoken in the country (Ethnolo-
gue, 2017). Speakers of major indigenous languages such as Javanese, Sunda-
nese and Batak constitute 140.4 million people or 59.3% of the country’s
population (BPS, 2011). This multilingual context means that the majority of
Indonesian children generally learn an indigenous language first and only begin
to learn Indonesian as the national language at school age. English is not a
compulsory subject at Sekolah Dasar (SD) or primary school level, but it is
compulsory at Sekolah Menengah Pertama (SMP) or junior high school and
Sekolah Menengah Atas (SMA) or senior high school. At the university level,
students attending non-language departments are required to undertake two
contact-hours of English studies per week.
In the past decade, the need for English within Indonesian communities has
increased considerably to the realm beyond language education. The importance
of the language for improving Indonesia’s global competitiveness has been widely
asserted (e.g. Ariatna, 2016, Dewi, 2014a; Hamied, 2012; Madya, 2007; Zein,
2018a). But in addition to the global orientation, there is also regional orientation
in that there is an urgent need for Indonesians to be able to communicate suc-
cessfully within the Association of South East Asian Nations (ASEAN) commu-
nity. This is especially motivated by the recent officialisation of English as the
working language of ASEAN and the establishment of the ASEAN Economic
Community in 2015, leading to the ASEAN Integration. This chapter explores
the development of English language in Indonesia in the wake of the ASEAN
Integration, touching upon issues such as its brief history, the transition from
English as a foreign language (EFL) perspective into English as a lingua franca
(ELF) and implications for teacher education.
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