Global Challenges and Local Contexts

1. Global Challenges and Local Contexts Connecting ELT in Indonesia to the world Christian Duncumb christian.duncumb@britishcouncil.or.id Itje Chodidjah Itje.Chodidjah@britishcouncil.or.id British Council

2. The context of English – a changing world Globalisation Growth of English Educational Revolution But, when we say teaching and learning English we can mean many different things.

3. A post-method world? • “There is no single way of teaching English, • no single way of learning it, • no single motive for doing so, • no single syllabus or textbook, • no single way of assessing proficiency and, indeed, • no single variety of English which provides the target of learning” • Graddol 2006: 82

4. ELT in INDONESIA • Where English is taught? • Who the English teachers are? • Who the English learners are? • What teaching methodology is applied at schools in general? • What instructional materials is used? • How much time do learners have to learn? • What assessment is applied? • What Teacher Training and Development scheme is applied? • What about the Development of technology?

5. WHERE ENGLISH IS TAUGHT • UNIVERSITY • MAJOR IN ENGLISH • Faculty of Letters • Faculty of Education • College of Foreign Languages • etc. • NON ENGLISH MAJOR • SMP ; SMA; VOCATIONAL SCHOOL – STATE AND PRIVATE • PRIMARY • NON FORMAL EDUCATION

6. Graddol’s trends • But, there are some clear trends which have evolved and are emerging and which represent a considerable departure from standard EFL and ESL models. • English for Young Learners (EYL) • Content and Language Integrated Learning (CLIL) • English as a Lingua Franca (ELF)

7. EYL • Age at which children start with English is lowering and being introduced with greater compulsion • Idea that it is easier for young children to learn languages • It gives students longer to learn English over their school careers • Provides a potential transition to CLIL at secondary school and English medium learning later

8. EYL dangers • Needs specialist teachers who understand child development and are good at English. There can be a lack of such teachers • Expansion must be met with corresponding changes elsewhere in the curriculum • Will result in a very mixed abilities entering secondary school • Children need to be motivated for 10 years or more • Failure at the early stage might have profound implications later • So, “the expansion in TEYL signals a potentially major shift in ELT that needs to be taken seriously” (Cameron 2003: 106)

9. EYL in Indonesia • EYL in Indonesia is booming at the moment although it is still nationally an optional subject to teach in schools • In reality most primary schools in big cities teach their students English earlier and earlier. • It is now included in the national guidelines (new curriculum) • Is it a good sign? a threat? an unpredictable future?

10. What are the major challenges? • Teachers : • Are they trained to teach EYL? • Is their English proficiency at the right level to teach YL? • Do teachers get teacher training? • Materials : • Are they written by writers of EFL specialists? • Are there any teacher’s guideline to accompany the textbooks? • Schools and parents understanding about learning English for primary school students

11. What can be done? • In – service training: should there be regular short courses on TEYL, or TEYL workshops on various teaching techniques, materials selection and development, instructional media, and assessment at school level? Provincial or National level? • Pre – service training: should TEYL be included as a separate subject? • Should the government set up minimum standards or guidelines for instructional materials, teacher qualifications, assessment and evaluation?

12. CLIL • Combining language and content can help give more space to language to achieve ‘critical mass’ • Growth in English medium education has dangers • CLIL is different – focus on both content and language learning • Can be seen as the ultimate communicative methodology and fits in with global trends

13. But….. • Relies on basic language skills having been learned, usually at Primary level • Requires different skills of teachers • Dangers if not done effectively. Students may end up not learning content and language • Potentially excluding

14. CLIL in Indonesia • some big schools in big cities have started to introduce the use English as medium of instruction for some subjects • It is decided that next year each district and city in Indonesia (appr. 440 ) should have international oriented schools and use English as the medium of instruction for some subjects

15. Challenges • Are we ready with teachers who can deliver the lesson in English? • Are we ready with the instructional materials which can be easily accessed by the schools/teachers? • What about schools which are in remote areas? How can they keep up with the development? • Do supervisors and members of local authority have clear understanding of teaching other subjects in English?

16. What can be done? • At school level • School – based professional development should be encouraged • Setting up the atmosphere to trigger all members of schools to realize that English is a means of communication, i.e. a medium of instruction and learning. • At national / provincial level • In – service trainer and teacher training done regularly through the existing institutions • Minimum level of English required to teach other subjects in English • What about the role of English in non English Department in pe-service teacher education?

17. ELF • Fewer global interactions in English now involve a native speaker. • New target models – the fluent bilingual speaker • Search for a lingua franca core

18. ELF • The ‘th’ sounds as in ‘thin’ and ‘this’ • The contrast between long and short vowel sounds • Weak forms such as the words ‘to’, ‘of’ and ‘from’. • Stress timing • Nuclear (or tonic) stress

19. ELF • Change in materials and syllabus content • Change in expectations – intelligibility not native-speaker accuracy • The death of the native-speaker?

20. ELF • Fewer global interactions in English now involve a native speaker. • New target models – the fluent bilingual speaker • Search for a lingua franca core • Change in materials and syllabus content • Change in expectations – intelligibility not native-speaker accuracy • The death of the native-speaker?

21. ELF (English as Lingua Franca) • Thedirect impact of the use of English as a lingua franca can be seen in big cities and tourism areas • The impact ELF in the English classroom is not significant yet

22. The English escalator • Increase in English-medium university courses • School-leavers needs higher English proficiency • English increasingly used to teach curriculum at secondary school • English introduced earlier and earlier at Primary school

23. Some long-term implications of trends • Teachers working with ever younger learners • The recent growth of English medium-courses at Universities will move down to secondary school. • Increasing use of CLIL at secondary school • Ultimately English teachers may ‘lose’ their subject • English is increasingly seen as a basic skill • There are dangers in not keeping up • There are dangers in not implementing effectively

24. “ The key to understanding the impact of global English probably lies in how well and how strategically its implementation is managed in each country. There is scope for great success but also for great disaster.” • Graddol 2006: 120

25. Where is Indonesia then? • Indonesia has been on the move to fit itself in the development of ELT in the world. • Indonesia still has time to catch up with the trends • Indonesia has opportunity to learn from other countries and find ways to prepare for the global change

26. What might be the challenges to face ? • Awareness of the importance of follow up of education policy at the provincial and national levels • Awareness of local needs • Trainer Training design • Teacher training design • The design of instructional materials to suit the need of each level • The design of instructional materials to suit the need of different purposes in different regions • Coherence in terms of materials and methodology between school levels

27. Highlight • The importance of consistent follow up of education policy at the provincial and national level • RESEARCH • MONITORING • TEFLIN ROLES • Other professional association