The Discursive Constructions of TEFL Key Themes in the National Policies and Curriculum Documents of Two Indonesian Universities and Their Possible Ecological Reconstructions

Wahyudi, Ribut ORCID: https://orcid.org/0000-0001-7124-1678 (2021) The Discursive Constructions of TEFL Key Themes in the National Policies and Curriculum Documents of Two Indonesian Universities and Their Possible Ecological Reconstructions. In: Policy Development in TESOL and Multilingualism: Past, Present and the Way Forward. Springer, Singapore, pp. 53-64. ISBN 978-981-16-3602-8 UNSPECIFIED : UNSPECIFIED.

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Abstract

This book chapter discusses key ELT themes such as ELTMethods,World Englishes, Argumentative Writing, and Cross-cultural Understanding courses from the curriculum documents ofMulti-Religious University (MRU) and Islamic University(IU) in Indonesia. In conducting the analysis, I used Foucauldian discourse analysis, among others, throughWalshaw’s (Working with Foucault in education. Sense Publishers, 2007) work. I situate my analysis on policies and curriculum documents between North–South relations of power, as discussed in Connell’s (Southern theory: the global dynamics of knowledge in social sciences.Allen&Unwyn, 2007) Southern Theory, a critical sociology and its critiques (Collins in Polit Power Soc Theory 25:137–146, 2013). The findings suggest that ELT Methods appeared to be loosely interpreted in the national policies and TEFL curriculum documents of higher education. American and British Englishes were dominant for bothArgumentativeWriting and Cross-cultural Understanding courses at IU and were evident in Argumentative Writing at MRU but not for the Cross-cultural Understanding of the latter university. All these findings suggest that the negotiation of power between the global North(e.g., American, European) and South (e.g., Asian, African) was difficult, as argued by Collins (Polit Power Soc Theory 25:137–146, 2013), except for Cross-cultural Understanding at MRU. The findings suggest that Connell’s (Southern theory: the global dynamics of knowledge in social sciences. Allen & Unwyn, 2007) call to challenge Northern dominance in social sciences continued to be relevant in the ArgumentativeWriting course. Closing the chapter, I call for an ecological approach to TEFL policies that promote linguistic diversity and multilingualism (Phillipson and Skutnabb-Kangas in TESOL Q 30:429–452, 1996). This approach is contextsensitive to Indonesian linguistic landscapes (Sugiharto in Int J Appl Linguist 1–16,2020; Zein in English Today 35:48–53, 2018).

Item Type:	Book Section
Keywords:	Discursive Constructions, Tefl Key Themes, National Policies, Curriculum Documents, Indonesian Universities, Ecological Reconstructions
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy 20 LANGUAGE, COMMUNICATION AND CULTURE > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
Divisions:	Faculty of Humanities > Department of English Language and Letters
Depositing User:	Ribut Wahyudi
Date Deposited:	24 Nov 2021 18:49

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