Example of Practice: Designing and teaching a course that matters: going beyond business as usual
In: Intercultural education, Band 34, Heft 2, S. 199-202
ISSN: 1469-8439
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In: Intercultural education, Band 34, Heft 2, S. 199-202
ISSN: 1469-8439
In: Asian Englishes: an international journal of the sociolinguistics of English in Asia, Pacific, Band 24, Heft 3, S. 337-340
ISSN: 2331-2548
My intellectual journey has gone through several educational stages. I learned English as a foreign language in the Junior High School in 1994-1997, and then senior high school from 1997-2000. In that time span, in Indonesia the curriculum applied was 1994 curriculum which emphasized the communicative approach (Darjowijoyo, 2000). It is worth noting that the government did not prioritize a particular variety of English, but UK and US English were the most popular (Darjowijoyo, 2000; Lauder, 2008). Despite the curriculum mandating the communicative approach, in my own experience the emphasis of English during junior and senior high school was on reading and grammar. The national exam was mostly multiple choice questions on reading, grammar, and a short dialogue. Therefore, there was a mismatch between what the curriculum aimed at (fluency in speaking), and what the test scores measured (Lie, 2007). Unlike the junior and the senior high schools which should follow the government's curriculum, the university level had the autonomy to decide its own subject specific course. The only compulsory courses were those related to Indonesia specifically, such as state ideology (Pancasila), the history of Indonesian culture, and Indonesian arts and society
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In: New Perspectives on Language and Education 117
"This book reimagines dialogue as a tool to drive inquiries, encourage reflection and develop meaningful collaborations. It aims to foster public conversations surrounding identity, language and power that inspire criticality, innovation and multimodal engagement"--