Abstract
The implementation of bilingual education programs in the Indonesian secondary school context has experienced considerable changes in the last decade. In this case, the enactment of the International Standards School (ISS) program that propelled the students to experience bilingual education programs at schools was discontinued by the government in 2015. Consequently, the discontinuation of the ISS program leads to the scarcity of studies in examining the progress and effectiveness of bilingual education programs in Indonesia. At the same time, the phenomenon of private schools that offer bilingual programs has been significantly more popular after the ISS program was abolished. However, there is a lack of established instruction on how to implement bilingual programs in such schools. Therefore, this paper aims to conceptualise the implementation of bilingual education programs through the implementation of Content and Language Integrated Learning (CLIL) and Genre-Based Approach (GBA). Drawing on the relevant literature, this paper examines a new perspective in bilingual education programs by considering the suitability between CLIL and genre theory in the Indonesian secondary school context. Further, this paper also provides a unit of work/syllabus sample that incorporates both CLIL and GBA. Ultimately, future implications in responding to the enactment of bilingual education programs in Indonesia are also discussed.
Highlights
In the last decade, the application of bilingual education program has been considerably changed in the context of Indonesian secondary schools
This paper provides a unit of work to illustrate the practice of integrating both Content and Language Integrated Learning (CLIL) and Genre-Based Approach (GBA) in Senior High School Context in Indonesia
The paper has explored the fundamental concepts of Content Language Integrated Learning (CLIL) and Genre-Based Approach (GBA)
Summary
The application of bilingual education program has been considerably changed in the context of Indonesian secondary schools In this case, the revolutionary change was initially marked by the implementation of the International Standards School (ISS) in 1339 schools in Indonesia (see Education Sector Analytical and Capacity Development Partnership, 2013). The revolutionary change was initially marked by the implementation of the International Standards School (ISS) in 1339 schools in Indonesia (see Education Sector Analytical and Capacity Development Partnership, 2013) It had been discussed since 2000, the ISS program was just implemented in 2009 through the regulation issued by the Ministry of Education No 78/2009 (Dharmaningtias, 2013; Yuliantoro, 2016). The unit of work focuses on displaying a lesson plan for a Biology lesson for Grade 10 students in Indonesia with the topic of environmental change and water recycling practice
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