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All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English Indonesian JELT Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Indonesian Journal of EFL and Linguistics Edulead
Setiono Sugiharto
Atma Jaya Catholic University Of Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Edulangue

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A Sociolinguistics of Mobility, Mundane Translinguistic Practices and Speakers’ Resourcefulness: Implications for ELT Setiono Sugiharto
EDULANGUE Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i2.4289

Abstract

The idea of language deterritorialization has radically revolutionized the way we perceive, use and teach the entity we call language. Language has become porous and borderless, making its users capable of crossing borders at ease. Furthermore, language users can adeptly and creatively shuttle and mesh different linguistic resources either to index their new identities or to accomplish their communicative goals. Driven by the concept of mobility typified by the movement of people, ideas and objects from one real geographical or symbolic social space to other spaces, language is not only borrowed, but is also blended, remade, repurposed and even localized. Drawing upon the notion of ‘a sociolinguistic of mobility’, this article will illustrate the mundane sociolinguistic phenomena in diverse settings as exemplary instances of translinguistic practices, and then show that the quotidian linguistic practices in these settings reflect speakers’ resourcefulness. The article ends by discussing some implications of mobility for teaching English in a local context.
Bringing Race to the Classroom: How a Multilingual Speaker Performs Infra Politics to Confront Raciolinguistic Ideologies Setiono Sugiharto
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.5084

Abstract

The notion of (anti) racism in applied linguistics in general and in language education in particular has gained considerable attention by scholars in the fields. Contesting the dominance of monolingualism in language education, applied linguists and language education scholars have become eager to resuscitate this notion, often implicitly averring that racism has long been insidiously penetrating in the field and surreptitiously operating under the so-called raciolinguistic ideologies. It is these ideologies that are alleged to perpetuate, and even to further the hegemony of White supremacy and empire, eventually giving rise to racial inequalities and racial hierarchies in language education. The antiracism movement, it has been asserted, needs to be enacted. This article will argue that the fervent pronouncements of raciolinguistic ideologies need to be taken seriously, so as to promote linguistic justice and linguistic equality in language education. It will first discuss the claims of raciolinguistic ideologies, and then provide examples (from a classroom practice) of how the so-called “racialized subjects” enact their quiescent capacity as social and political being in subverting identities in the perceived dominant language (i.e. English) as a way of doing infra politics –an instance of grassroots politics. In so doing, the article argues that the racialized subjects are not submissive language users, but are actively engaged themselves in resisting raciolinguistic ideologies
Translanguaging as a Counter-Narrative in EFL Practice Setiono Sugiharto
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.9138

Abstract

While concerns over inequalities of multilingualism – a real phenomenon in multilingual countries due to the positive attitudes toward English as a global language – should not be overlooked, there are occasions especially in a classroom context where multilingual speakers defy the exclusive use of English, and instead creatively mix the English language with their own mother tongues, resulting in translingual Englishes (Dovchin, Sultana & Pennycook, 2016). In this paper, I will show that despite the strict imposition of the English-only-policy in schools in Indonesia – a source of inequalities in learning and teaching in the country – both students and teachers manage to surreptitiously translanguage their interactions using varied linguistic codes for achieving successful communication in a class interaction. I see their translingual Englishes as a strategic practice initiated by the teachers to not only open up a space for them to reveal their real multilingual identities, but also to legitimize these identities. Finally, in teacher-dominated classrooms where students often keep silent and are unwilling to initiate a conversation and to argue over a controversial issue, translanguaging is a pedagogically useful practice for encouraging students to negotiate tensions that might occur in their effort to grapple with their learning of English. Thus, a focus on the ‘unequal’ in the classroom also leads to uncovering translingual spaces where efficient teaching and learning are facilitated, and multilingual identities affirmed.
Co-Authors Akhmad Hairul Umam, Akhmad Hairul Christine Manara Eka Margianti Sagimin