English as a Lingua Franca in an Indonesian Multilingual Setting: Pre-Service English Teachers’ Perceptions

Ronald Maraden Parlindungan Silalahi, Wulandari Santoso, B. Hutauruk
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Abstract

The notion of English as Lingua Franca (ELF) has challenged the English as a Foreign Language (EFL) paradigm, which mainly aimed to attain native-like competence. Generally, ELF-informed teaching promotes creative use of English in a multilingual environment to meet communication needs. It also emphasises intelligibility in ELF spoken communication rather than pursuing standard English only. This study aimed to examine the perceptions of Indonesian pre-service English teachers regarding ELF. Using the sequential explanatory design, this study distributed close-ended questionnaire items to 150 participants in the first stage of data collection, followed by Focus Group Discussion (FGD) with five participants in the second stage. Descriptive statistics and thematic analyses were used to explore the research data quantitatively and qualitatively. The results of this study demonstrated that the participants still favoured the English native-speaker model in teaching English. They believed that students should imitate English native speakers in communication. The findings of the qualitative data analysis, however, showed that their perceptions towards ELF were still constrained by the ideological rankings between native English and other varieties of English. This study suggests that ELF-informed teaching should be introduced and reflected in teacher preparatory programmes, so that it could develop future English teachers’ awareness of the importance of implementing the principles of ELF in the Indonesian educational setting.
印尼多语言环境下英语作为通用语:职前英语教师的看法
英语作为通用语(ELF)的概念对英语作为外语(EFL)范式提出了挑战,EFL范式主要旨在获得与母语相似的能力。一般来说,基于elf的教学促进在多语言环境中创造性地使用英语,以满足交流需求。它还强调ELF口语交流的可理解性,而不是仅仅追求标准英语。本研究旨在探讨印尼职前英语教师对ELF的认知。本研究采用顺序解释设计,在第一阶段的数据收集中向150名参与者分发封闭式问卷,然后在第二阶段进行5名参与者的焦点小组讨论(FGD)。采用描述性统计和专题分析对研究数据进行定量和定性探讨。本研究的结果表明,参与者在英语教学中仍然倾向于以英语为母语的模式。他们认为学生应该在交流中模仿英语母语者。然而,定性数据分析的结果表明,他们对ELF的看法仍然受到母语英语和其他英语变体之间的意识形态排名的限制。本研究建议,应在教师预备课程中引入并反映ELF知识教学,以便培养未来英语教师对在印度尼西亚教育环境中实施ELF原则的重要性的认识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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