This edited collection responds to a gap in the literature by presenting a much-needed examination of both the theoretical and practical aspects of teacher education for English as a lingua franca in Indonesia. Through a series of extended research-based and conceptual chapters written by experts in teaching English to speakers of other languages (TESOL) in and about Indonesia, this book offers an insight into Indonesia’s unique cultural, social and institutional contexts. The content focuses on four interrelated themes: the transition of perspective from English as a foreign language (EFL) to English as a lingua franca (ELF); the knowledge base of ELF pedagogy; teacher agency and identity in ELF; and innovations in teacher education for ELF. This book is highly relevant to English teachers, teacher educators and scholars worldwide aspiring to broaden their horizon and professionalism in the teaching of ELF.
List of contributors
Series Editors’ Foreword (S. Gopinathan, Wing On Lee, Jason Eng Thye Tan)
Preface (Yoko Kobayashi)
1. Setting the Scene for Teacher Education for English as a Lingua Franca (Subhan Zein)
PART I: ELF AND TEACHER EDUCATION
2. From EFL to ELF: Implications for Teacher Education (Subhan Zein)
3. Critical Pedagogy in the ELF Era: An Indonesian-Based English Language Teacher Educator’s Reflection (Joseph Ernest Mambu)
4. Professional Teacher in the Making: A Case Study of Indonesian Pre Service Teachers’ Identity-Agency in the Context of English as a Lingua Franca (Siti Nur’Aini, Laily Nur Affini and Ajeng Setyorini)
5. How Well Prepared are Indonesian Pre-service Teachers to Develop Their Future Students’ Intercultural Competence? (Utami Widiati and Nur Hayati)
6. A Cyclical Model of Peer Coaching for Teacher Professional Development in the Indonesian ELF Context (Pande Made Sumartini)
PART II: ELF PEDAGOGY IN TEACHER EDUCATION
7. EIL Pedagogy in an Initial Teacher Education Program in Indonesia: The Case of Academic Writing Class (Nugrahenny T. Zacharias)
8. Multimodal Communicative Competence of Indonesian Secondary School Teachers and Pre-service Teachers: Implications for Teacher Education in ELF (Didi Sukyadi and Budi Hermawan)
9. Learning from Teacher’s Classroom Discourses to re-modify ELF Framework in the ASEAN Context: A Possible Way Forward? (Ribut Wahyudi and Sumti Chusna)
PART III: EPILOGUE
10. Enhancing the Quality of Indonesian Teachers in the ELF era: Policy Recommendations (Bachrudin Musthafa, Fuad Abdul Hamied and Subhan Zein)
11. From EFL to ELF: The time is right (Andy Kirkpatrick)
In Asia, schooling, teaching and learning are undergoing major changes as a consequence of wider economic, social, cultural and political movements. The success of some Asian countries in international education benchmarks has redirected attention to the region. This is counterbalanced by other countries that are struggling to educate their citizens in the midst of political instability, ideological and religious tensions, poverty and natural disasters. In spite of such broad differences across countries in Asia, pioneering and innovative research is being conducted that is of increasing interest to researchers, practitioners, policymakers, and governments worldwide.
The Routledge Critical Studies in Asian Education book series will examine key theoretical and empirical research on the changing institutional and cultural contexts of Asian education. The series aims to establish a strong platform for the critical discussion of educational practices and pedagogies in Asia, and is open to Asian and international researchers with a focus on the region. Interdisciplinary research is welcomed, including education, social sciences, psychology, organisational studies, economics, history, political science, cultural studies, and language and literacy.