Indonesian EFL Teachers' Pedagogic Beliefs and Classroom Practices Regarding Culture and Interculturality

Autor/inn/en	Munandar, Muhammad Iwan; Newton, Jonathan
Titel	Indonesian EFL Teachers' Pedagogic Beliefs and Classroom Practices Regarding Culture and Interculturality
Quelle	In: Language and Intercultural Communication, 21 (2021) 2, S.158-173 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Munandar, Muhammad Iwan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2020.1867155
Schlagwörter	Foreign Countries; Language Teachers; English (Second Language); Second Language Learning; Teacher Attitudes; Classroom Techniques; Cultural Education; High School Teachers; Cultural Awareness; Educational Policy; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Klassenführung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Cultural identity; Kulturelle Identität; Politics of education; Bildungspolitik; Indonesien
Abstract	This paper reports on a multiple case study into the pedagogic beliefs and practices of Indonesian teachers of English as a foreign language (EFL) regarding the teaching and learning of culture and interculturality in high-school EFL classrooms. Teachers from local general, vocational, and Islamic high-schools participated in the study. Data were analysed qualitatively using thematic analysis. Findings show that despite Indonesia's hegemonic language and education policies, the teachers displayed agency in addressing the complexities of culture and interculturality, students' learning needs and exigencies, and contextual constraints. Suggestions are offered to facilitate an interculturally informed EFL pedagogy responsive to Indonesia's socio-educational milieu. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01