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All Journal Wiralodra English Journal (WEJ) Journal of English Language Teaching and English Linguistics
Dery Tria Agustin
Universitas PGRI Yogyakarta
Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE ORIGINS OF INDONESIAN EFL TEACHERS’ IDEOLOGICAL BELIEFS ABOUT ENGLISH AND ELT Dery Tria Agustin
Wiralodra English Journal Vol. 7 No. 1 (2023): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i1.202

Abstract

The last three decades or so have seen a proliferation of studies into second language (L2) teachers’ cognition, encompassing their thinking, knowledge, and belief. However, studies are lacking into the origins (or sources) of L2 teachers’ beliefs especially ideological beliefs. This paper reports a subset of findings from a study investigating the beliefs and classroom practices of secondary school EFL teachers in Indonesia. Aiming to reveal ideological beliefs about English and ELT held by the teachers and the perceived origins of such beliefs, the paper draws on data obtained from a total of 16 interviews. Data analysis revealed that the teachers held beliefs that reflect several categories of English language ideologies prevalent in the ELT setting. These ideological beliefs were perceived to originate from several factors such as schoolteacher’s talk about English, schoolteacher’s classroom practice, undergraduate education, graduate education, fellow teachers, colleagues in an English teacher forum, and textbooks used for teaching. The paper concludes with implications for English teacher education programs and suggestions for future research
The Potential of Utilising Shared Linguistic Repertoire for Facilitating Interactions in EFL Classrooms Dery Tria Agustin; Pramugara Robby Yana
Journal of English Language Teaching and English Linguistics Vol. 8 No. 1 (2023): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.448 KB) | DOI: 10.31316/eltics.v8i1.4447

Abstract

Inclusion of linguistic repertoire in the English language classroom has been an issue of ongoing debate among ELT scholars. While some believe in the effectiveness of English-only (monolingual) pedagogy, others view linguistic repertoire as resource that can benefit English language learning. Following a bi/multilingual approach to ELT, this paper reports findings of a qualitative study investigating four Indonesian English-as-a-foreign-language (EFL) teachers’ beliefs and practices, focusing on (1) how the teachers used shared linguistic repertoire during English language instruction and (2) how their uses of shared linguistic repertoire facilitated classroom interactions. Data sources included interviews, classroom observations, and documents. The findings demonstrate that uses of shared linguistic repertoire facilitated both teacher-learner and learner-learner interactions, serving a range of pedagogical functions. This paper concludes by providing implications for teacher education and suggesting areas for future research.
Co-Authors Pramugara Robby Yana