This article discusses the historical and political development of language policy, identity, and bilingual education in Indonesia. The language policy in Indonesia begins before the independence where the negotiation between Indonesian and Dutch used as a medium of instruction. During this period, Indonesian is declared as the national language and used widely in public and private schools. This momentum grows continually following the independence, despite the Dutch's effort to regain control in Indonesia. Post-independence is marked by the recognition of English as the first foreign language and is taught in schools. The promotion of vernaculars languages follows the development of language policy. This article contributes to the extension of understanding and the debates about the development of Indonesian language policy, identities, and bilingual education significantly.
Most studies of intercultural competence in bilingual programs have been conducted in non-Asian contexts resulting in little information on how Indonesian educators promote intercultural values within bilingual programs. This research contributes to the body of literature that examines the promotion of intercultural values within bilingual higher education in Indonesia. It focuses on lecturers' perceptions of their strategies to teach and promote intercultural values in Indonesian higher education institutions (IHEIs). Data collection employed in-depth semi-structure interviews of eight lecturers that teach in three different programs: Math; Economic and Political Science bilingual programs. The findings of this study show that intercultural competent components include open-minded attitudes, reciprocal interaction, and respecting differences. In addition, two important strategies to promote intercultural competence are in-country programs and international intercultural programs. This study has implications for the success of similar programs and the ways to gain intercultural competence within higher education contexts.
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