... Professor and Director, Language Centre, University of Sydney, NSW 2006 Australia (Richard.Ba... more ... Professor and Director, Language Centre, University of Sydney, NSW 2006 Australia ([email protected]) Anthony J. Liddicoat Head, School of Language Studies, Australian National University, Canberra, ACT 0200 Australia (Tony.Liddicoat@anu. ...
Journal of Applied Linguistics and Professional Practice, 2020
This article proposes a comprehensive framework for describing and analysing language policies in... more This article proposes a comprehensive framework for describing and analysing language policies in professional and occupational contexts. The discussion avoids Eurocentrism by examining language policies in Asia and Africa as well as Europe. It also avoids a bias towards the professions, by including language policies that impact on employees in mines and marketplaces. The framework that emerges draws on research in five contexts: a tin mine and a university in Indonesia; dentists’ surgeries in the UK; markets in eight West African countries; and schools in Gabon. Making use of evidence from actual language policies in such a wide range of professions and occupations and in such diverse locations and cultures ensures that the framework is robust. This framework has three principal components: Context (location, scope, employment category, stakeholders); Design (policy status, objectives, assumptions); and Power (policy initiator, benefits for stakeholders with power, responsibilitie...
Journal of Applied Linguistics and Prfessional Practice, 2023
This article proposes a comprehensive framework for describing and analysing language policies in... more This article proposes a comprehensive framework for describing and analysing language policies in professional and occupational contexts. The discussion avoids Eurocentrism by examining language policies in Asia and Africa as well as Europe. It also avoids a bias towards the professions, by including language policies that impact on employees in mines and marketplaces. The framework that emerges draws on research in five contexts: a tin mine and a university in Indonesia; dentists' surgeries in the UK; markets in eight West African countries; and schools in Gabon. Making use of evidence from actual language policies in such a wide range of professions and occupations and in such diverse locations and cultures ensures that the framework is robust. This framework has three principal components: Context (location, scope, employment category, stakeholders); Design (policy status, objectives, assumptions); and Power (policy initiator, benefits for stakeholders with power, responsibilities for those without power). Application of this analytical framework demonstrates that language policies in all contexts and all locations must be equally sensitive to the needs of all stakeholders.
Since its appearance in early 2020 COVID has generated and continues to generate an extensive bod... more Since its appearance in early 2020 COVID has generated and continues to generate an extensive body of research which examines language-related issues. Examples include Hunston (2020), Semino (2021) and Oakey and Vincent (Forthcoming). In Indonesia attention has centred on the comprehensibility or otherwise of health messaging (for example Coleman 2020) and policymaking (Prasetyantoko and Suryahudaya 2020). This study contributes to the discussion by adopting a linguistic human rights (LHRs) perspective. It analyses the language found in one potential source of information about COVID to which people might turn – the websites of local government health departments – in order to establish the extent to which the right to access health information is respected. The chapter falls into three sections. It begins with a discussion of the Indonesian context, including demography and language. The second section is the core of the chapter, a detailed analysis of the website data and evidence of grassroots responses to poorly communicated information. The chapter ends with a discussion of the findings and a postscript.
Research on English Medium Instruction (EMI) in Higher Education
(HE) has tended to have a techni... more Research on English Medium Instruction (EMI) in Higher Education (HE) has tended to have a technicist orientation, examining for example how it is implemented and the challenges it has encountered. Much less critical attention has been given to the rationales that language policy makers and other stakeholders offer for introducing EMI – the drivers may be reported (e.g. Rose et al., 2020, in China; Galloway & Sahan, 2021, in Vietnam and Thailand) but they are rarely questioned. Here, we focus on these rationales, using data from a research project which monitored the spread of EMI through Indonesian HE. Managers at 24 institutions were surveyed along with 281 lecturers who taught their subject in the medium of English at 41 universities. In the stakeholders’ responses, we identified four common sense assumptions (Gramsci, 1971) about English and its role in Indonesia that often underlay their justifications for introducing EMI. We also noted some signs of resistance to EMI which demand further empirical investigation. This case reminds us that public language policy should be based on careful analysis of needs at national and institutional levels.
Selama ini penelitian yang fokus pada penggunaan Bahasa Inggris sebagai bahasa pengantar (English Medium Instruction/ EMI) di Perguruan Tinggi (PT) cenderung terbatas pada hal-hal teknis saja, misalnya implementasi dan tantangan yang dihadapi. Masih amat sedikit penelitian yang menelusuri pemikiran para perancang kebijakan bahasa-dalam-pendidikan dan pemangku kepentingan lainnya terkait EMI. Studi ini berfokus pada pemikiran tersebut dengan menggunakan data dari suatu proyek penelitian yang memetakan penyebaran EMI pada perguruan tinggi di Indonesia. Survei melibatkan pimpinan 24 perguruan tinggi dan 281 dosen non-Bahasa Inggris di 41 universitas yang mengajarkan mata kuliah masing-masing dengan Bahasa Inggris sebagai bahasa pengantar. Berdasarkan respons para pemangku kepentingan, kami mengidentifikasi empat asumsi akal sehat (Gramsci, 1971) tentang bahasa Inggris dan perannya di Indonesia yang sering dikemukakan sebagai alasan untuk menerapkan EMI. Kami juga mencatat adanya indikasi resistansi terhadap EMI; gejala tersebut butuh penyelidikan lebih lanjut. Kasus ini mengingatkan kita bahwa kebijakan bahasa resmi perlu didasarkan pada analisis yang cermat pada aras nasional maupun institusional.
This paper has the modest aim of exploring and problematising the ways in which the terms bahasa ... more This paper has the modest aim of exploring and problematising the ways in which the terms bahasa daerah and local language are used. It does this at two levels: the societal and the individual. This brief discussion has examined some elements of the terminology employed at the societal and individual levels to talk about the languages used by communities and individual members of society respectively. We have seen that, although the term ‘local language’ is very widely used, it is also problematic. This is partly because it can be interpreted as being disrespectful and partly because it has no standard definition and is used with different senses in different contexts. In the Indonesian context, it is unclear whether the term bahasa daerah suffers from the same disadvantages as the English term ‘local language’. Legislation makes unambiguous statements about the respective functions of Bahasa Indonesia (‘Bahasa Indonesia berfungsi sebagai pengantar pendidikan’ (Republik Indonesia 20...
This chapter introduces the book "Dreams and Realities: Developing countries and the Eng... more This chapter introduces the book "Dreams and Realities: Developing countries and the English Language" (Hywel Coleman, ed.). It identifies five thematic groupings: policy planning and implementation; perceptions of English; social and geographic mobility; developing English in development contexts; English in fragile contexts. The chapter critiques the rhetoric of 'English in development', points out risks associated with inappropriate use of English, identifies some roles that English can play, and makes some recommendations.
... Professor and Director, Language Centre, University of Sydney, NSW 2006 Australia (Richard.Ba... more ... Professor and Director, Language Centre, University of Sydney, NSW 2006 Australia ([email protected]) Anthony J. Liddicoat Head, School of Language Studies, Australian National University, Canberra, ACT 0200 Australia (Tony.Liddicoat@anu. ...
Journal of Applied Linguistics and Professional Practice, 2020
This article proposes a comprehensive framework for describing and analysing language policies in... more This article proposes a comprehensive framework for describing and analysing language policies in professional and occupational contexts. The discussion avoids Eurocentrism by examining language policies in Asia and Africa as well as Europe. It also avoids a bias towards the professions, by including language policies that impact on employees in mines and marketplaces. The framework that emerges draws on research in five contexts: a tin mine and a university in Indonesia; dentists’ surgeries in the UK; markets in eight West African countries; and schools in Gabon. Making use of evidence from actual language policies in such a wide range of professions and occupations and in such diverse locations and cultures ensures that the framework is robust. This framework has three principal components: Context (location, scope, employment category, stakeholders); Design (policy status, objectives, assumptions); and Power (policy initiator, benefits for stakeholders with power, responsibilitie...
Journal of Applied Linguistics and Prfessional Practice, 2023
This article proposes a comprehensive framework for describing and analysing language policies in... more This article proposes a comprehensive framework for describing and analysing language policies in professional and occupational contexts. The discussion avoids Eurocentrism by examining language policies in Asia and Africa as well as Europe. It also avoids a bias towards the professions, by including language policies that impact on employees in mines and marketplaces. The framework that emerges draws on research in five contexts: a tin mine and a university in Indonesia; dentists' surgeries in the UK; markets in eight West African countries; and schools in Gabon. Making use of evidence from actual language policies in such a wide range of professions and occupations and in such diverse locations and cultures ensures that the framework is robust. This framework has three principal components: Context (location, scope, employment category, stakeholders); Design (policy status, objectives, assumptions); and Power (policy initiator, benefits for stakeholders with power, responsibilities for those without power). Application of this analytical framework demonstrates that language policies in all contexts and all locations must be equally sensitive to the needs of all stakeholders.
Since its appearance in early 2020 COVID has generated and continues to generate an extensive bod... more Since its appearance in early 2020 COVID has generated and continues to generate an extensive body of research which examines language-related issues. Examples include Hunston (2020), Semino (2021) and Oakey and Vincent (Forthcoming). In Indonesia attention has centred on the comprehensibility or otherwise of health messaging (for example Coleman 2020) and policymaking (Prasetyantoko and Suryahudaya 2020). This study contributes to the discussion by adopting a linguistic human rights (LHRs) perspective. It analyses the language found in one potential source of information about COVID to which people might turn – the websites of local government health departments – in order to establish the extent to which the right to access health information is respected. The chapter falls into three sections. It begins with a discussion of the Indonesian context, including demography and language. The second section is the core of the chapter, a detailed analysis of the website data and evidence of grassroots responses to poorly communicated information. The chapter ends with a discussion of the findings and a postscript.
Research on English Medium Instruction (EMI) in Higher Education
(HE) has tended to have a techni... more Research on English Medium Instruction (EMI) in Higher Education (HE) has tended to have a technicist orientation, examining for example how it is implemented and the challenges it has encountered. Much less critical attention has been given to the rationales that language policy makers and other stakeholders offer for introducing EMI – the drivers may be reported (e.g. Rose et al., 2020, in China; Galloway & Sahan, 2021, in Vietnam and Thailand) but they are rarely questioned. Here, we focus on these rationales, using data from a research project which monitored the spread of EMI through Indonesian HE. Managers at 24 institutions were surveyed along with 281 lecturers who taught their subject in the medium of English at 41 universities. In the stakeholders’ responses, we identified four common sense assumptions (Gramsci, 1971) about English and its role in Indonesia that often underlay their justifications for introducing EMI. We also noted some signs of resistance to EMI which demand further empirical investigation. This case reminds us that public language policy should be based on careful analysis of needs at national and institutional levels.
Selama ini penelitian yang fokus pada penggunaan Bahasa Inggris sebagai bahasa pengantar (English Medium Instruction/ EMI) di Perguruan Tinggi (PT) cenderung terbatas pada hal-hal teknis saja, misalnya implementasi dan tantangan yang dihadapi. Masih amat sedikit penelitian yang menelusuri pemikiran para perancang kebijakan bahasa-dalam-pendidikan dan pemangku kepentingan lainnya terkait EMI. Studi ini berfokus pada pemikiran tersebut dengan menggunakan data dari suatu proyek penelitian yang memetakan penyebaran EMI pada perguruan tinggi di Indonesia. Survei melibatkan pimpinan 24 perguruan tinggi dan 281 dosen non-Bahasa Inggris di 41 universitas yang mengajarkan mata kuliah masing-masing dengan Bahasa Inggris sebagai bahasa pengantar. Berdasarkan respons para pemangku kepentingan, kami mengidentifikasi empat asumsi akal sehat (Gramsci, 1971) tentang bahasa Inggris dan perannya di Indonesia yang sering dikemukakan sebagai alasan untuk menerapkan EMI. Kami juga mencatat adanya indikasi resistansi terhadap EMI; gejala tersebut butuh penyelidikan lebih lanjut. Kasus ini mengingatkan kita bahwa kebijakan bahasa resmi perlu didasarkan pada analisis yang cermat pada aras nasional maupun institusional.
This paper has the modest aim of exploring and problematising the ways in which the terms bahasa ... more This paper has the modest aim of exploring and problematising the ways in which the terms bahasa daerah and local language are used. It does this at two levels: the societal and the individual. This brief discussion has examined some elements of the terminology employed at the societal and individual levels to talk about the languages used by communities and individual members of society respectively. We have seen that, although the term ‘local language’ is very widely used, it is also problematic. This is partly because it can be interpreted as being disrespectful and partly because it has no standard definition and is used with different senses in different contexts. In the Indonesian context, it is unclear whether the term bahasa daerah suffers from the same disadvantages as the English term ‘local language’. Legislation makes unambiguous statements about the respective functions of Bahasa Indonesia (‘Bahasa Indonesia berfungsi sebagai pengantar pendidikan’ (Republik Indonesia 20...
This chapter introduces the book "Dreams and Realities: Developing countries and the Eng... more This chapter introduces the book "Dreams and Realities: Developing countries and the English Language" (Hywel Coleman, ed.). It identifies five thematic groupings: policy planning and implementation; perceptions of English; social and geographic mobility; developing English in development contexts; English in fragile contexts. The chapter critiques the rhetoric of 'English in development', points out risks associated with inappropriate use of English, identifies some roles that English can play, and makes some recommendations.
This volume examines a range of issues relating to language and the Sustainable Development Goals... more This volume examines a range of issues relating to language and the Sustainable Development Goals (SDGs). It consists of 22 chapters with an Introduction by Philip Harding-Esch. The chapters fall into four parts, each of which relates to one of the UN’s SDGs:
Part 1: Multilingualism for quality, equitable and inclusive education - perspectives on quality (SDG 4 – Quality education) Part 2: Multilingualism for quality, equitable and inclusive education – perspectives on practice (SDG 4 – Quality education) Part 3: Languages, skills and sustainable economic growth (SDG 8 – Decent work and economic growth) Part 4: Communication, peace and justice (SDG 16 – Peace, justice and strong institutions)
This is the selected and edited proceedings of the 12th Language & Development Conference (LDC), which took place in Dakar, Senegal, in 2017. It is the twelfth in the series of LDC publications which have been appearing approximately once every two years since the first conference in Bangkok in 1993. The conference venues alternate between Africa and Asia.
This is a follow-up to an earlier report, "Teaching and Learning in Pakistan: The Role of Languag... more This is a follow-up to an earlier report, "Teaching and Learning in Pakistan: The Role of Language in Education" (Coleman 2010). The earlier document was subjected to public scrutiny in Pakistan through a series of policy dialogues, conference presentations, ministerial level discussions and radio phone-in programmes. This report describes the consultation process and analyses the findings. Recommendations regarding the further development of policy for language in school-level education in Pakistan are presented.
... Typeset by Wayside Books, Clevedon. Printed and bound in Great Britain by the Longdunn Press,... more ... Typeset by Wayside Books, Clevedon. Printed and bound in Great Britain by the Longdunn Press, Bristol. Page 5. Contents Change and Language: Editors' preface Hywel Coleman and Lynne Cameron.. ... Some preliminary reflections Clinton DW Robinson 166 Page 7.
The fourteen chapters in this book are the selected proceedings of the 6th Language & Development... more The fourteen chapters in this book are the selected proceedings of the 6th Language & Development Conference which was held in Tashkent, Uzbekistan, in 2003 with the theme 'Linguistic Challenges to National Development and International Cooperation'. The chapters discuss language policy issues in Azerbaijan, India, Kazakhstan, Tajikistan, Thailand, Uzbekistan and elsewhere.
The International Journal of the Sociology of Language devotes most issues to specific topics. Wi... more The International Journal of the Sociology of Language devotes most issues to specific topics. With the publication of Language and Work 1: Law, Industry, Education, IJSL reflects a growing interest in language in the work environment by linguists, sociologists, and rhetoricians (see, e.g., Ode11 & Goswami, 1985; Coleman, in press), a trend of particular concern for the ESP profession. As researchers from a variety of different disciplines focus attention on "Who speaks what language to whom, and when" (Fishman, 1965), we can expect an increasing body of descriptions of varieties of English in the workplace. Such descriptions should contribute answers to the fundamental question for ESP: In what ways are specialized varieties different from or similar to general English and each other? Several of the articles in this volume address this question directly (Torbe, Philips) or implicitly (Harris, Bonamy, and Waters).
Page 1. Hywel Coleman (Editor) Working with Language A Multidisciplinary Consideration of Languag... more Page 1. Hywel Coleman (Editor) Working with Language A Multidisciplinary Consideration of Language Use in Work Contexts mouton de gruyter Page 2. Page 3. Working with Language This One P3F4-JAL-Y19B Page 4. Contributions ...
With Arnauld Aguidissou, Aïché Bâ, Tidiane Cissé, Djibril Diouf, Amadou Mamadou Djigo, Mahamoudou... more With Arnauld Aguidissou, Aïché Bâ, Tidiane Cissé, Djibril Diouf, Amadou Mamadou Djigo, Mahamoudou Djittèye, Godefroy Marie Julien Gaméné, N’guessan Kanga, Mohamed Khattar, Aristide Kodjahon, Tamba Ngom, Issa Sylla, Kossi Toto, Christian Paulin Zouré. The English Language in Francophone West Africa examines the language situations in eight West African nations – Benin, Burkina Faso, Côte d’Ivoire, Guinea, Mali, Mauritania, Senegal and Togo – in order to identify the roles that English plays in those countries. It then describes the ways in which English is taught, who teaches it, how learners and their teachers perceive the language and what opportunities there are for people in the region who wish to take up English teaching as a career. The book is based on research commissioned by the British Council and carried out by a team of 14 English teachers and trainers from across the region. The team was co-ordinated by Hywel Coleman, Honorary Senior Research Fellow in the School of Education, University of Leeds.
Avec Arnauld Aguidissou, Aïché Bâ, Tidiane Cissé, Djibril Diouf, Amadou Mamadou Djigo, Mahamoudou... more Avec Arnauld Aguidissou, Aïché Bâ, Tidiane Cissé, Djibril Diouf, Amadou Mamadou Djigo, Mahamoudou Djittèye, Godefroy Marie Julien Gaméné, N’guessan Kanga, Mohamed Khattar, Aristide Kodjahon, Tamba Ngom, Issa Sylla, Kossi Toto, Christian Paulin Zouré. "La langue anglaise en Afrique de l’Ouest francophone" analyse la situation linguistique de huit nations ouest-africaines – le Bénin, le Burkina Faso, la Côte d’Ivoire, la Guinée, le Mali, la Mauritanie, le Sénégal et le Togo – fin d’identifier les rôles que joue l’anglais dans ces pays. La présente étude décrit ensuite les différentes manières dont l’anglais est enseigné, qui sont les professeurs, comment les apprenants et leurs professeurs perçoivent la langue et quelles sont les possibilités qui existent dans la région pour les personnes souhaitant embrasser la carrière de professeur d’anglais. Le livre est basé sur une recherche commandée par le British Council et éalisée par une équipe de quatorze professeurs et formateurs d’anglais issus de l’ensemble de la région. ’équipe a été coordonnée par Hywel Coleman, Chargé de Recherche Honoraire à la School of Education (Faculté des Sciences de l’Éducation) de l’Université de Leeds.
The purpose of this book is to examine the claims that have been made for the importance of Engli... more The purpose of this book is to examine the claims that have been made for the importance of English in development, to point out where these claims do not appear to be justified, to consider whether the pursuit of English in the name of development carries with it any dangers, to identify those areas where English really does appear to have a useful role to play, and to formulate recommendations. Some of the fifteen chapters take a broad geographical sweep; others focus on particular developing countries in Asia and Africa. The contributors all originate from and/or have extensive professional experience in the contexts which they discuss. The contributors include development project leaders, teacher trainers, international agency personnel, researchers and English teachers.
"Multilingualisms and Development" is the latest in the proceedings of the ongoing Language & Dev... more "Multilingualisms and Development" is the latest in the proceedings of the ongoing Language & Development Conference series. This volume brings together twenty of the most important presentations from the 11th Language & Development Conference, which took place in New Delhi, India, in 2015. One of the objectives of the conference was that mother-tongue-based multilingualism in developing world contexts should not only be described and its achievements celebrated, but also that it should be subjected to critical scrutiny and its limits identified. The conference also aimed to examine the growing phenomenon of low-cost so-called English-medium education establishments serving disadvantaged communities. Additionally, the conference considered whether current work on linguistic super-diversity in the cities of the West has any relevance for the vast urban areas of Asia and Africa. These issues and others are explored in the contributions to this book. The volume is organised in four parts: - Multilingualism, marginalisation and empowerment - Mother-tongue-based multilingual education - Multilingualism and the metropolis - English in a multilingual world. A discussion by Professor D.P. Pattanayak prefaces the collection, while an agenda for further research into multilingualism and development forms an appendix.
This book brings together fifteen of the most important papers presented in the Ninth Language & ... more This book brings together fifteen of the most important papers presented in the Ninth Language & Development Conference held in Colombo, Sri Lanka, in 2009. The book is organised in four parts: - Social cohesion, language and human rights, - Languages as connectors or dividers, Education and social cohesion in multilingual contexts, - Languages, education and social cohesion in Sri Lanka. The nineteen authors discuss language and social cohesion in India, Nepal, Pakistan, Philippines, Rwanda, Sri Lanka, Tanzania nd Timor Leste.
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issues. Examples include Hunston (2020), Semino (2021) and Oakey and Vincent (Forthcoming). In Indonesia attention has centred on the comprehensibility or otherwise of health messaging (for example Coleman 2020) and policymaking (Prasetyantoko and Suryahudaya 2020).
This study contributes to the discussion by adopting a linguistic human rights (LHRs) perspective. It analyses the language found in one potential source of information about COVID to which people might turn – the websites of local government health departments – in order to establish the extent to which the right to access health information is respected.
The chapter falls into three sections. It begins with a discussion of the Indonesian context, including demography and language. The second section is the core of the chapter, a detailed analysis of the website data and evidence of grassroots responses to poorly communicated information. The chapter ends with a discussion of the findings and a postscript.
(HE) has tended to have a technicist orientation, examining for
example how it is implemented and the challenges it has
encountered. Much less critical attention has been given to the
rationales that language policy makers and other stakeholders
offer for introducing EMI – the drivers may be reported (e.g. Rose
et al., 2020, in China; Galloway & Sahan, 2021, in Vietnam and
Thailand) but they are rarely questioned. Here, we focus on these
rationales, using data from a research project which monitored
the spread of EMI through Indonesian HE. Managers at 24
institutions were surveyed along with 281 lecturers who taught
their subject in the medium of English at 41 universities. In the
stakeholders’ responses, we identified four common sense
assumptions (Gramsci, 1971) about English and its role in
Indonesia that often underlay their justifications for introducing
EMI. We also noted some signs of resistance to EMI which
demand further empirical investigation. This case reminds us that
public language policy should be based on careful analysis of
needs at national and institutional levels.
Selama ini penelitian yang fokus pada penggunaan Bahasa
Inggris sebagai bahasa pengantar (English Medium Instruction/
EMI) di Perguruan Tinggi (PT) cenderung terbatas pada hal-hal
teknis saja, misalnya implementasi dan tantangan yang dihadapi.
Masih amat sedikit penelitian yang menelusuri pemikiran para
perancang kebijakan bahasa-dalam-pendidikan dan pemangku
kepentingan lainnya terkait EMI. Studi ini berfokus pada
pemikiran tersebut dengan menggunakan data dari suatu proyek
penelitian yang memetakan penyebaran EMI pada perguruan
tinggi di Indonesia. Survei melibatkan pimpinan 24 perguruan
tinggi dan 281 dosen non-Bahasa Inggris di 41 universitas yang
mengajarkan mata kuliah masing-masing dengan Bahasa Inggris
sebagai bahasa pengantar. Berdasarkan respons para pemangku
kepentingan, kami mengidentifikasi empat asumsi akal sehat (Gramsci, 1971) tentang bahasa Inggris dan perannya di Indonesia
yang sering dikemukakan sebagai alasan untuk menerapkan EMI.
Kami juga mencatat adanya indikasi resistansi terhadap EMI;
gejala tersebut butuh penyelidikan lebih lanjut. Kasus ini
mengingatkan kita bahwa kebijakan bahasa resmi perlu
didasarkan pada analisis yang cermat pada aras nasional maupun
institusional.
issues. Examples include Hunston (2020), Semino (2021) and Oakey and Vincent (Forthcoming). In Indonesia attention has centred on the comprehensibility or otherwise of health messaging (for example Coleman 2020) and policymaking (Prasetyantoko and Suryahudaya 2020).
This study contributes to the discussion by adopting a linguistic human rights (LHRs) perspective. It analyses the language found in one potential source of information about COVID to which people might turn – the websites of local government health departments – in order to establish the extent to which the right to access health information is respected.
The chapter falls into three sections. It begins with a discussion of the Indonesian context, including demography and language. The second section is the core of the chapter, a detailed analysis of the website data and evidence of grassroots responses to poorly communicated information. The chapter ends with a discussion of the findings and a postscript.
(HE) has tended to have a technicist orientation, examining for
example how it is implemented and the challenges it has
encountered. Much less critical attention has been given to the
rationales that language policy makers and other stakeholders
offer for introducing EMI – the drivers may be reported (e.g. Rose
et al., 2020, in China; Galloway & Sahan, 2021, in Vietnam and
Thailand) but they are rarely questioned. Here, we focus on these
rationales, using data from a research project which monitored
the spread of EMI through Indonesian HE. Managers at 24
institutions were surveyed along with 281 lecturers who taught
their subject in the medium of English at 41 universities. In the
stakeholders’ responses, we identified four common sense
assumptions (Gramsci, 1971) about English and its role in
Indonesia that often underlay their justifications for introducing
EMI. We also noted some signs of resistance to EMI which
demand further empirical investigation. This case reminds us that
public language policy should be based on careful analysis of
needs at national and institutional levels.
Selama ini penelitian yang fokus pada penggunaan Bahasa
Inggris sebagai bahasa pengantar (English Medium Instruction/
EMI) di Perguruan Tinggi (PT) cenderung terbatas pada hal-hal
teknis saja, misalnya implementasi dan tantangan yang dihadapi.
Masih amat sedikit penelitian yang menelusuri pemikiran para
perancang kebijakan bahasa-dalam-pendidikan dan pemangku
kepentingan lainnya terkait EMI. Studi ini berfokus pada
pemikiran tersebut dengan menggunakan data dari suatu proyek
penelitian yang memetakan penyebaran EMI pada perguruan
tinggi di Indonesia. Survei melibatkan pimpinan 24 perguruan
tinggi dan 281 dosen non-Bahasa Inggris di 41 universitas yang
mengajarkan mata kuliah masing-masing dengan Bahasa Inggris
sebagai bahasa pengantar. Berdasarkan respons para pemangku
kepentingan, kami mengidentifikasi empat asumsi akal sehat (Gramsci, 1971) tentang bahasa Inggris dan perannya di Indonesia
yang sering dikemukakan sebagai alasan untuk menerapkan EMI.
Kami juga mencatat adanya indikasi resistansi terhadap EMI;
gejala tersebut butuh penyelidikan lebih lanjut. Kasus ini
mengingatkan kita bahwa kebijakan bahasa resmi perlu
didasarkan pada analisis yang cermat pada aras nasional maupun
institusional.
Part 1: Multilingualism for quality, equitable and inclusive education - perspectives on quality (SDG 4 – Quality education)
Part 2: Multilingualism for quality, equitable and inclusive education – perspectives on practice (SDG 4 – Quality education)
Part 3: Languages, skills and sustainable economic growth (SDG 8 – Decent work and economic growth)
Part 4: Communication, peace and justice (SDG 16 – Peace, justice and strong institutions)
This is the selected and edited proceedings of the 12th Language & Development Conference (LDC), which took place in Dakar, Senegal, in 2017. It is the twelfth in the series of LDC publications which have been appearing approximately once every two years since the first conference in Bangkok in 1993. The conference venues alternate between Africa and Asia.
The book can be downloaded free of charge at
https://www.teachingenglish.org.uk/article/conference-proceedings-language-sustainable-development-goals
- Multilingualism, marginalisation and empowerment
- Mother-tongue-based multilingual education
- Multilingualism and the metropolis
- English in a multilingual world.
A discussion by Professor D.P. Pattanayak prefaces the collection, while an agenda for further research into multilingualism and development forms an appendix.