Integration of local texts and cultural practices in localised EFL classrooms:&amp;nbsp;An ethnographic study of a rural Indonesian school

Lestari, Yuni Budi

doi:10.14264/1d72b10

Cited by 2 publications

(4 citation statements)

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“…Using English as a language for Islamic dawah or propagation of Islam might have driven away the fear of Islamic beliefs, values, and practices being affected by English (Argungu, 1996; Mohamed Ali, 2014). Local production of English textbooks has been the main strategy for indigenizing and re‐ideologizing English (Hamid & Jahan, 2021; Lestari, 2020; Mahboob & Elyas, 2014).…”

Section: English and Ideology In The Muslim Worldmentioning

confidence: 99%

“…This response suggests that instead of retreating to its traditional nationalist self, Bangladesh has opened itself up further, at the expense of majority religious values and norms associated with Islam. Importantly, while ELT in some other Muslim societies has sought to preserve religious and cultural values in a challenging time (see Elyas, 2008 andMahboob &Elyas, 2014 for Middle East; Mahboob, 2009 andRabbidge &Zaheeb, 2022 for South Asia;andLestari, 2020 andMohd-Asraf, 2005 for Southeast Asia), Bangladesh has followed a path of national secularization and de-Islamization alongside economization and politicization under neoliberal globalization.…”

Section: Introductionmentioning

confidence: 99%

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Teaching English in the Muslim World against the Backdrop of 9/11 and Resurgent Nationalism: A Case Study of Bangladeshi ELT

Hamid

Ali

2023

TESOL Quarterly

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This article examines English language teaching (ELT) policy, textbooks, and pedagogy in the neo‐nationalist era that followed 9/11 in Muslim‐majority Bangladesh. Informed by the Douglas Fir Group's transdisciplinary framework of second language learning, the examination substantiates the ideologies of economization, de‐Islamization and awamization, which coalesce into the overarching ideology of secularization of ELT as a response to the global war on terror and the rise of neo‐nationalism in South Asia. This secular response to forces and developments in global, regional, and local contexts marks the distinctiveness of Bangladeshi ELT compared with other Muslim societies, which have sought to develop students' awareness of religious and cultural values while teaching English. The secularization of ELT can be explained by the rise of Hindutva nationalism in India and the latter's influence on the ruling Bangladesh Awami League government which has been in power for over 14 years. The article attests to the complex, multilayered ELT ideology shaped by local, regional, and global forces and interests, suggesting the formation of a national/social imaginary that seeks alliance with secular Muslims and non‐Muslim communities at home and in the region and excludes practicing Muslims in both contexts.

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Section: English and Ideology In The Muslim Worldmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching English in the Muslim World against the Backdrop of 9/11 and Resurgent Nationalism: A Case Study of Bangladeshi ELT

Hamid

Ali

2023

TESOL Quarterly

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“…Biesta et al (2017) however, have claimed that agency is not a capacity that is fixed and internally possessed by individual teachers, but its is achieved through their active engagement in particular contexts. Indeed, Ali and Hamid (2018) and Lestari (2020) have shown that English teachers enact their agency even when they do not have the necessary capacity and when they are morally and professionally responsible to readjust their actions in response to the changing nature of situation to ensure students' learning.…”

Section: Introductionmentioning

confidence: 99%

“…There is a growing body of research showing how teachers exercised agency in facilitating students' learning. Studies by Ali and Hamid (2018), Jenkin (2020), Lestari (2020) have shown that when teachers feel confident in their professional and pedagogical abilities they are able to take actions that allow them to teach in a more effective way according to students' need. Interviewing 119 faculty members in Spain universities, Morina (2019) showed that university teachers exercised their agency in helping students with disability by integrating the emotional-affective component of teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Personal and Contextual Factors Influencing Teacher Agency in Overcoming Students’ Learning Difficulties

Lestari

Yusra

Hanafi³

et al. 2022

Eralingua

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Research demonstrates that the extent to which teacher agency is achieved is influenced by personal and contextual conditions of possibility and constraints. This study identifies personal and contextual factors that influence teacher agency in overcoming student learning difficulties. Although there are many studies showing factors influencing teacher agency in various contexts, little research, if any, has been done on personal and contextual factors influencing teacher agency in overcoming students’ learning difficulties in the Indonesian higher education. This research filled the gap by examining the factors influencing teacher agency in overcoming student learning difficulties at a postgraduate English department at a government university in West Nusa Tenggara, Indonesia. This research is a case study involving four (4) university teachers who teach at the department as the research participants who were selected purposively. Data of the study were collected through in-depth interviews. Semi-structured interview was employed in which open and close-ended questions about personal and contextual factors influencing teacher agency in helping students with learning difficulties were given. The data form the interviews were analysed using qualitative content analysis. Results demonstrated that a number of personal and contextual factors enabled and constrained teacher agency enactment when overcoming student difficulties in learning. Personal factors include sound pedagogical knowledge and teaching experience. Contextual factors involve having collaborative relationships among university teachers and students, and school management. As teachers work under varying constraints even within the same institution, further research needs to be conducted to uncover more factors influencing teacher agency. Keywords: Personal Factor, Contextual Factor, Teacher Agency, Students’ Learning Difficulty

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Integration of local texts and cultural practices in localised EFL classrooms: An ethnographic study of a rural Indonesian school

Cited by 2 publications

References 0 publications

Teaching English in the Muslim World against the Backdrop of 9/11 and Resurgent Nationalism: A Case Study of Bangladeshi ELT

Teaching English in the Muslim World against the Backdrop of 9/11 and Resurgent Nationalism: A Case Study of Bangladeshi ELT

Personal and Contextual Factors Influencing Teacher Agency in Overcoming Students’ Learning Difficulties

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