Are you a multilingual speaker with monolingual or multilingual mindedness?
Nizamuddin Sadiq, Universitas Islam Indonesia, Centre for Global Englishes, University of Southampton, the United Kingdom: As multilingualism of ELF is contesting monolingual ideology, it is fundamental to look at its role in the multi-linguacultural education setting. Particularly to investigate the stakeholders’ orientation of being multilingual speakers who are proponent of monolingual or multilingual mindedness. In other words, are they multilingual with EFL speaker or ELF user perspectives?
The study takes place in the English-Medium Instruction settings in Indonesian Higher Education contexts. Thirty-three teachers from four universities are involved in the study. This research is using ethnographic tools to generate data. Therefore, I am using participant observation, interview, and field-notes as tools.
The preliminary data analysis shows that teachers are mostly influenced by EFL in which monolingual ideology is very hegemonic. They view English as a dominant language and apply for English only policy strictly in their classrooms. This fact clarifies their orientation as multilingual speakers with a monolingual mindedness. However, few teachers view multilingual practices very positively and even, without being aware, they practice translanguaging in their classrooms essentially and naturally.
Key words: English-Medium Instruction, Language Ideology, Multilingual Practices
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