A Review of English Language Policy and Its Implication to Indonesian Education Sector: Primary school level

Writing is perceived to be one of the most difficult skills for English language learners to master. Although studies on challenges faced by ESL students in writing are replete, most of them have focused on students at secondary and tertiary levels of education. Studies on learners at lower level have been scarce. Thus, this paper aims to fill the gap by examining the major problems faced by ESL primary school level students in writing in English. Survey and interview sessions were conducted to fit the purpose of the study. Data were collected from a class of 26 students from Year/Standard 6 of the primary school level in Malaysia and an interview session with the English teacher of that particular class. The findings indicate that the major difficulties charted are rooted in the students’ poor mastery in vocabulary, inability to spell words correctly and L1 interference. Thus, in order to enhance the students’ skills in writing in English, the teacher implemented some remedial measures during the teaching and learning sessions. The findings have essential pedagogical implications on understanding students’ struggle to write in English at the lower level of education.

Download Full-text

How is English Language Policy Translated to Classroom Practice? (A Case Study in an Indonesia Primary School)

Proceedings of the Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia ◽

10.4108/eai.13-2-2019.2286089 ◽

2019 ◽

Author(s):

Yustik Fajriah ◽

Anne S ◽

Lucky Nurjamin

Keyword(s):

Primary School ◽

Language Policy ◽

Classroom Practice ◽

English Language ◽

English Language Policy

Download Full-text

The Impact of Language Policy in the Basic Education Core Curriculum in Thailand

Indonesian Journal of EFL and Linguistics ◽

10.21462/ijefll.v2i2.31 ◽

2017 ◽

Vol 2 (2) ◽

Author(s):

Khattiyanant Nonthaisong ◽

Miguel Mantero

Keyword(s):

Secondary School ◽

Language Policy ◽

Teaching Practices ◽

English Language ◽

Core Curriculum ◽

School Level ◽

Case Study Methodology ◽

English Language Policy ◽

Secondary School Level ◽

The Impact

Over the last 10 years, much research has been completed in the area of English language policy in Thailand. The majority of studies have focused on the pedagogy and methods involved in the teaching practices of Thai EFL educators at primary school level (Prapaisit de Segovia & Hardison, 2009; Tongpoon-Patanasorn, 2011) and secondary school level (Darasawang & Watson Todd, 2012; Nonkukhetkhong, Baldauf, & Moni, 2006). The present study delves deeper into teaching practices and addresses how English language policy is perceived and interpreted at the classroom level through the practices of Thai English teachers in a rural government secondary school in the northeast part of the country. To date, there is only one study which examines the impact of English language policy in the core curriculum on the teaching practices of EFL teachers at both primary and secondary school level has been completed (Fitzpatrick, 2011).In an effort to frame the present study, we apply Hornberger’s (2006) integrative framework as an attempt to support case study methodology. This approach provided us the opportunity to research “one or more instances of a phenomenon in its real-life context that reflect the perspective of the participants involved in the phenomenon” (Gall, Gall, & Borg, 2007, p. 447). And, it offered a grounded view of how this English language policy is being enacted in Thailand.

Download Full-text

English Language Teaching Practice (ELTP) at Primary and Secondary School Levels in some Asian Countries: A Comparison of Afghanistan, Malaysia and Saudi Arabia

Regular issue - International Journal of Management and Humanities ◽

10.35940/ijmh.d0458.124419 ◽

2019 ◽

Vol 4 (4) ◽

pp. 8-13

Keyword(s):

Saudi Arabia ◽

Primary School ◽

English Language ◽

Teaching Practice ◽

Language Teaching ◽

English Language Teaching ◽

School Level ◽

Asian Countries ◽

Similarities And Differences ◽

Primary School Level

English language teaching is a significant part of schools’ curriculum in native and non-native English speaking countries in the world. This study aims to present a review on the similarities and differences of ELTP (English Language Teaching Practice) at primary school level in three Asian countries: Afghanistan, Malaysia and Saudi Arabia. The paper discusses some of the similarities and differences of ELT practice at primary school level in these three Asian countries, based on teaching English as a foreign or second language ESL/EFL, when English as a subject is introduced in school, Policy towards English, religious and cultural perceptions towards English, methods of instruction, teaching aids and teaching materials, and challenges in ELT. The discussion shows that there are quite a few similarities between Afghanistan and Saudi Arabia regarding ELT practice at primary school level while in the case of Malaysia, ELT is more progressive and up to date in terms of policy and implementation. The paper also highlights some of the challenges faced by teachers in the three countries.

Download Full-text