“…In other words, English is also defined as expanding language because English has become a foreign language in many countries as well as in Indonesia [2]. Likewise, [9] English has become an international language due to the increasing numbers of countries in the world which make English has become as a special role, an official language, and a foreign language [9]. Statistically, there are 70 countries in the world which label English as the special status.…”
Section: B Evidence Of Being Bilingual and Multilingual Netizensmentioning
In multilingual communities, Surabaya-Indonesia is one of them, people commonly use at least two languages, indigenous and national languages. Due to the Javanese is the greatest ethnic group in Surabaya and Javanese is the most spoken, people still use Javanese language to communicate. However, an interesting phenomenon is detected in Instagram of "aslisuroboyo" account. Surprisingly, English is also frequently used by Netizens. Thus, this study tries to reveal the dominant language use and the reasons for the use of English in this account. Using netnography and virtual interview, the data were obtained. The results show that the Javanese was mostly used. However, the netizens were detected to use the English as well in the form of code-mixing. It is also revealed that women had a tendency to mix their languages while men did not. Some Javanese informants confessed that the use of English is for gaining prestige. This may suggest that the Javanese language has been losing its power to boost its users' self-esteem in globaldigital communication particularly in its written mode. Tactful instruction of the Javanese language should be made in order that this indigenous language can win the floor in written communication for its speakers.
“…In other words, English is also defined as expanding language because English has become a foreign language in many countries as well as in Indonesia [2]. Likewise, [9] English has become an international language due to the increasing numbers of countries in the world which make English has become as a special role, an official language, and a foreign language [9]. Statistically, there are 70 countries in the world which label English as the special status.…”
Section: B Evidence Of Being Bilingual and Multilingual Netizensmentioning
In multilingual communities, Surabaya-Indonesia is one of them, people commonly use at least two languages, indigenous and national languages. Due to the Javanese is the greatest ethnic group in Surabaya and Javanese is the most spoken, people still use Javanese language to communicate. However, an interesting phenomenon is detected in Instagram of "aslisuroboyo" account. Surprisingly, English is also frequently used by Netizens. Thus, this study tries to reveal the dominant language use and the reasons for the use of English in this account. Using netnography and virtual interview, the data were obtained. The results show that the Javanese was mostly used. However, the netizens were detected to use the English as well in the form of code-mixing. It is also revealed that women had a tendency to mix their languages while men did not. Some Javanese informants confessed that the use of English is for gaining prestige. This may suggest that the Javanese language has been losing its power to boost its users' self-esteem in globaldigital communication particularly in its written mode. Tactful instruction of the Javanese language should be made in order that this indigenous language can win the floor in written communication for its speakers.
“…As a group, EIL scholars reject the use of a dominant “standard English” (such as British English or American English) as the only possible medium of international and intercultural communication. Instead, they propose to legitimize all English varieties and their users and promote teaching English as “a heterogeneous language with multiple grammars, vocabulary, accents, and pragmatic discourse conventions” (Marlina, , p. 7).…”
Section: Major Developments In Eil and Their Implications For Teachermentioning
confidence: 99%
“…One key objective in EIL teaching is then to challenge this native‐speakerism mindset. As Marlina () describes it, EIL teaching isan act of professionally guiding students from all Kachruvian circles to (1) gain knowledge and awareness of pluricentricity of English and the plurilingual nature of today's communication; (2) inspire students to give equal and legitimate recognition of all varieties of English; and (3) develop the ability to negotiate and communicate respectfully across all cultures and Englishes in today's communicative settings that are international, intercultural and multilingual in nature. (p. 7)…”
Section: Major Developments In Eil and Their Implications For Teachermentioning
confidence: 99%
“…The implementation of EIL in the classroom and teacher education has encountered tremendous difficulties and resistance. English teacher educators in general still have “minimal understanding” of EIL (Marlina, , p. 7); their attitudes toward EIL are “far from enthusiastic” (Llurda, , p. 81); and many believe that including other varieties is “desirable but not necessary” (Matsuda, , p. 196). It is, therefore, not surprising that systematic implementation of EIL in undergraduate or graduate EIL‐oriented teacher education courses or programs in universities is reported to be challenging and limited (Marlina, ; Matsuda, ; Zacharias, ).…”
Section: Challenges In Preparing Eil Teachers In Tesol Teacher Educationmentioning
Despite recent scholarly advancements in teaching English as an international language (EIL), its implementation in TESOL classrooms has been challenging and limited. Because English teachers play a significant role in EIL implementation in their daily lessons, preparing EIL-oriented teachers becomes critical. This article outlines major developments in EIL and their implications for teacher competence and discusses the ideological challenges in integrating EIL in teacher education. It concludes with a detailed description of a three-step EIL-oriented pedagogy for TESOL teacher education courses and programs that aims to foster teachers' linguistic self-respect, build their pedagogical competence for plurilingual teaching, and transform their classrooms.With its ever-increasing use and spread by people of different nations for communication in global migration and flow, English is widely accepted as an international language. As an international language, it enables speakers to share ideas and cultures with others across the globe, and its varieties become established alongside local languages and embedded in the culture (s) of the countries in which they are used. English as an international language (EIL), therefore, refers to a function that the English language performs in international, multilingual contexts in which users from different linguistic and cultural backgrounds
“…English holds an important role in world economy and in a range of cultural activities, for examples film industries, pop music, tourism, publications and education [6], [7], [8], [9], [10]. Besides that, there are more than 70 countries in the world have given special status of English as an official language [11]. This leads to the current conditions of the English users that they are bilingual or even multilingual users of English and they use English in plurilingual contexts [8], [9], [12], [13].…”
For many years, English Language Teaching (henceforth ELT) in Indonesia has adopted a monolithic view toward the so-called ‘native speaker English’ as an ideal target language. However, this view has been challenged by the pluralistic view of English. Sociolinguistics realities indicate the plurality of the English language has grown enormously around the world. In term of English proficiency, this notion is made more complicated in the absence of any unitary framework and by the diverse meanings arising from in its use as a global language. The aim of this study is to identify the attributes of ‘Proficiency in English’ which suits with the local needs for the Indonesian context in today’s world. To this end, the personal constructs of a small number of English teachers were explored and identified. A Repertory Grid interview technique was used to elicit the meanings of ‘Proficiency in English’ which were based on the teachers’ understanding. For analyzing the qualitative data, a thematic analysis was employed to formulate the themes. These teachers of English revealed that they perceived ‘Proficiency in English’ comprising knowledge of English and abilities to apply it in real situations. Surprisingly, they also declared that to be proficient in English, one should have intercultural competence and employ it for the intercultural and cross-cultural communications internationally which has been advocated by the English as an International language (henceforth EIL) perspective. The findings of this study could be used to inform ELT program and its practices in the Indonesian context.
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