Immersion vs construction: The portrayals of culture in Indonesian EFL learning paradigm

Yıl 2018, Cilt: 14 Sayı: 2, 283 - 304, 15.06.2018

Ruly Morganna Sumardi Sumardi Sri Samiati Tarjana

Öz

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
Immersion vs construction: The portrayals of culture in Indonesian EFL learning paradigm
The status quo of English as the world lingua franca (Choi, 2016; Fang, 2017; Kusumaningputri & Widodo, 2018; Liu & Fang, 2017), the increasing role of English as an additional language for nowadays Indonesian generation (Lauder, 2008), and the nature of Indonesian EFL students as multicultural people (Hamied, 2012; Sukyadi, 2015) became the bases sensitizing the role of culture in Indonesian EFL learning. As regards, this study focused on two objectives pertinent to how Indonesian EFL teachers defined culture and conceptualized language-culture relationship, and how the portrayals of culture were nuanced in their paradigm of EFL learning. 15 EFL teachers were engaged and interviewed. As revealed, five varieties of culture-related definitions were shared. They referred to culture as social products, social knowledge, ways of living, communicative behaviors and a communicative discourse construct. Four indicators of language-culture relationship were subsequently conceptualized into language to express culture, language as the cultural symbol, language framed by culture, and language as a cultural mediator. In turn, 10 teachers holding modernist perspective and 5 teachers holding postmodernist perspective provided diverse portrayals of culture in Indonesian EFL learning. The last, the given critical implication supported the latter instead of the former perspective for Indonesian EFL learning.
Information about Author(s)*
Author 1
Author (Last name, First name)	Morganna, Ruly
Affiliated institution (University)	Universitas Sebelas Maret
Country	Indonesia
Email address	[e-mail]
Department & Rank	Graduate School of English Education Department, The Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)	Sumardi
Affiliated institution (University)	Universitas Sebelas Maret
Country	Indonesia
Email address	[e-mail]
Department & Rank	Graduate School of English Education Department, The Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
Corresponding author (Yes/No)	No
Author 3
Author (Last name, First name)	Tarjana, Sri Samiati
Affiliated institution (University)	Universitas Sebelas Maret
Country	Indonesia
Email address	[e-mail]
Department & Rank	Graduate School of English Education Department, The Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
Corresponding author (Yes/No)	No
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Anahtar Kelimeler

Culture; English as a lingua franca; English as an additional language; Multiculturality; Indonesian EFL learning

Kaynakça

• 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
• Assemi, A., Saleh, S., Asayeshh, M. E., & Janfaza, E. (2012). Culture within Language. International Conference on Language, Medias and Culture, 33, 78–82.
• Byram, M. (1997). Teaching and assessing intercultural communicative competence. Frankfurt Lodge, UK: Multilingual Matters LTD.
• Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: The Council of Europe.
• Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1. https://doi.org/10.1093/applin/1.1.1
• Chastain, K. (1988). Developing second-language skills. USA: HBJ Publishers.
• Choi, L. J. (2016). Revisiting the issue of native speakerism: “I don”t want to speak like a native speaker of English’. Language and Education, 30(1), 72–85. https://doi.org/10.1080/09500782.2015.1089887
• Crozet, C., & Liddicoat, A. J. (1999). The challenge of intercultural language teaching: Engaging with culture in the classroom. In J. Lo Bianco, A. J. Liddicoat, & C. Crozet (Eds.), Striving for the Third Place: Intercultural Competence through Language Education (p. 113). Melbourne: Language Australia.
• 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.
• 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
• 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.
• Halliday, M. A. K. (1978). Language as social semiotic. The interpretation of Language andMeaning. London: Edward Arnold.
• 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
• Holliday, A. (2013). Understanding intercultural communication: Negotiating a grammar of culture. New York: Routledge.
• Hua, Z. (2013). Exploring Intercultural Communication. Exploring Intercultural Communication: Language in Action. https://doi.org/10.4324/9780203798539
• Jenkins, J. (2000). The phonology of English as an international language. TESOL Quarterly. Oxford: Oxford University Press.
• Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16(1 2), 1–20. https://doi.org/10.1111/j.1467-1770.1966.tb00804.x
• Kirkpatrick, A. (2008). English as the official working language of the Association of Southeast Asian Nations (ASEAN): Features and strategies. English Today, 24(2), 27–34. https://doi.org/10.1017/S0266078408000175
• Kirkpatrick, A. (2010). English as a lingua franca in ASEAN: A multilingual model. Hong Kong: Hong Kong University Press.
• Kirkpatrick, A. (2011). English as an Asian lingua franca and the multilingual model of ELT. Language Teaching, 44(2), 212–224. https://doi.org/10.1017/S0261444810000145
• Kramsch, C. (1995). The cultural component of language teaching. Language, Culture and Curriculum, 8(2), 83–92. https://doi.org/10.1080/07908319509525192
• Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.
• Kramsch, C. (2009). Third culture and language education. In V. Cook & W. Li (Eds.), Contemporary Applied Linguistics (pp. 233–254). London, England: Continuum.
• Kramsch, C. (2010). Culture in language teaching. (Berns, Ed.). Oxford, England: Elsevier.
• Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57–78.
• Kramsch, C. J. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
• Kusumaningputri, R., & Widodo, H. P. (2018). Promoting Indonesian university students’ critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49–61. https://doi.org/10.1016/j.system.2017.10.003
• Lado, R. (1957). How to compare two cultures. Ann Arbor University of Michigan Press.
• Larson, D. N., & Smalley, W. A. (1972). Becoming bilingual: A guide to language learning. New Canaan, C.N: Practical Anthropology.
• Lauder, A. (2008). The status and function of English in Indonesia: A review of key factors. Makara, Social Humaniora, 12(1), 9–20.
• Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Intercultural language learning. Australia: Commonwealth Department of Education, Science and Training.
• Liu, J., & Fang, F. (Gabriel). (2017). Perceptions, awareness and perceived effects of home culture on intercultural communication: Perspectives of university students in China. System, 67, 25–37. https://doi.org/10.1016/j.system.2017.04.003
• McCarthy, M., & Carter, R. (1994). Language as discourse: Perspectives for language teaching. London: Longman.
• Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis: A Sourcebook of New Methods. California: SAGE publications Inc.
• Peck, D. (1998). Teaching culture : Beyond language. Yale-New Haven Teachers Institute. Retrieved from http://teachersinstitute.yale.edu/curriculum/units/1984/3/84.03.06.x.html
• Scarino, A., & Liddicoat, A. J. (2009). Teaching and learning languages: A guide. Australia: GEON Impact Printing Pty Ltd. https://doi.org/10.4324/9780203082423
• Seidlhofer, B. (2005). VOICE (Vienna-Oxford International Corpus of English). Retrieved from http://www.univie.ac.at/voice/
• Sukyadi, D. (2015). The teaching of English at secondary schools in Indonesia. Secondary School English Education in Asia: From Policy to Practice, 123–147.
• Trivonovitch, G. J. (1980). Culture learning and culture teaching (In Croft,). Cambridge, Mass: Withrop Publishers. Inc.
• Wardhaugh, R. (2006). An Introduction to Sociolinguistics. Blackwell Textbooks in Linguistics (5th ed.). 350 Main Street, Malden, MA 02148-5020, USA: BLACKWELL PUBLISHING. https://doi.org/10.1353/lan.2003.0268
• Wierzbicka, A. (1986). Does language reflect culture? Evidence from Australian English. Language in Society, 15(3), 349–373. https://doi.org/10.1017/S0047404500011805