Language learning and teaching Indonesian language; collected articles.

Papers from a workshop on Language, Nation and Development in Southeast Asia held in Singapore, 2003.

The Oxford Handbook of Southeast Asian Englishes is the first reference work of its kind to describe both the history and the contemporary forms, functions, and status of English in Southeast Asia (SEA). Since the arrival of English traders to Southeast Asia in the seventeenth century, the English language has had a profound impact on the linguistic ecologies and the development of societies throughout the region. Today, countries such as Singapore and the Philippines have adopted English as a national language, while in others, such as Indonesia and Cambodia, it is used as a foreign language of education. The chapters in this volume provide a comprehensive overview of current research on a wide range of topics, addressing the impact of English as a language of globalization and exploring new approaches to the spread of English in SEA. The volume is divided into six parts that investigate, respectively: historical and contemporary English contact in SEA; the structures of the Englishes spokes in different SEA nations; the English-language literatures of the region; approaches to English in education throughout the region; and resources for researching SEA Englishes. The handbook will be an invaluable reference work for students and researchers in areas as diverse as contact linguistics, English as a Foreign Language, world Englishes, and sociolinguistics.

This is an open access book.Uncovering the Languages, Sciences, and Teaching profession Practice during the Covid-19 Pandemic.

Thoughts of Soedjatmoko on intellectual life and education in Indonesia.

The first volume of its kind, focusing on the sociolinguistic and socio-political issues surrounding Asian Englishes The Handbook of Asian Englishes provides wide-ranging coverage of the historical and cultural context, contemporary dynamics, and linguistic features of English in use throughout the Asian region. This first-of-its-kind volume offers a wide-ranging exploration of the English language throughout nations in South Asia, Southeast Asia, and East Asia. Contributions by a team of internationally-recognized linguists and scholars of Asian Englishes and Asian languages survey existing works and review new and emerging areas of research in the field. Edited by internationally renowned scholars in the field and structured in four parts, this Handbook explores the status and functions of English in the educational institutions, legal systems, media, popular cultures, and religions of diverse Asian societies. In addition to examining nation-specific topics, this comprehensive volume presents articles exploring pan-Asian issues such as English in Asian schools and universities, English and language policies in the Asian region, and the statistics of English across Asia. Up-to-date research addresses the impact of English as an Asian lingua franca, globalization and Asian Englishes, the dynamics of multilingualism, and more. Examines linguistic history, contemporary linguistic issues, and English in the Outer and Expanding Circles of Asia Focuses on the rapidly-growing complexities of English throughout Asia Includes reviews of the new frontiers of research in Asian Englishes, including the impact of globalization and popular culture Presents an innovative survey of Asian Englishes in one comprehensive volume Serving as an important contribution to fields such as contact linguistics, World Englishes, sociolinguistics, and Asian language studies, The Handbook of Asian Englishes is an invaluable reference resource for undergraduate and graduate students, researchers, and instructors across these areas.

A central part of this study concerns language policy. An ideal language policy is a policy that caters for the needs of society. In teaching English as a foreign language (TEFL), a good language policy considers the situation and condition of the classrooms, the needs of the learners, and the promised advantages after the learning process is complete. A well-planned language policy is very important to direct the process of teaching and learning. In policy implementation, difficulties and problems may be encountered. Therefore, the policy needs to be evaluated to determine the next steps and to deal with any weaknesses. As regards the learning process, there is no direct influence of language policy on a student’s way of learning and the outcomes. Teachers are the most dominant person in class. Students just rely on the teacher who teaches them. They just follow what the teacher tells them to do. In Indonesia, the dominance of a teacher is very pronounced. It is a bit different in the country like Australia where the role of teachers is not as dominant as in Indonesia because students are also given the opportunity to initiate talk in classrooms. As far as language learning is concerned, the teacher and students should share classroom power. This will give more chance for students to practice the target language if they are given more chance to speak and express their thoughts.

This collection of accounts by non-native speaker English teachers presents localized perspectives on the history & curricula of English language teaching and personal narratives of authors from around the world.