Abstract
This paper aims to investigate how the concept of language, culture, identity and difference work together in the implementation of the SA Program for Indonesian students and how important its application for them. Concerning the interrelatedness between the four concepts in the employment of SA program, it is found that there is a chance for Indonesian learners to create new cultures after having interaction and dialogues through English as the target language. They also construct their new identity as people who have high-skills in English, in which they are marked out differently by other people. Furthermore, regarding the importance of joining in the SA program, it is seen that the program is vital to improve students’ language skills, affect their cultural transformation and increase their level of confidence in using English. However, it should be applied carefully and put some considerations due to some challenges, including the limitation of English competence, the different of learning culture characteristics, the likelihood of crisis identity. Hence, all of the emerged insights above might be beneficial for policymakers of the SA program to revisit the regulation and enhance the quality of their guided SA program. Then, it may be useful as well for the SA program educators to design and employ suitable learning strategies to be suitable with students’ demands. Ultimately, it can be useful insights as well for students to be well-prepared before joining the SA program.
Highlights
1.1 BackgroundThe existence of studying abroad (SA) program has been considered a topical issue in an educational field
This paper aims to investigate how the concept of language, culture, identity and difference work together in the implementation of the SA Program for Indonesian students and how important its application for them
If students who originally come from an Eastern culture such as Indonesian are joining in SA program implemented in Australia, it might affect them using the term ‘mate’ which is uncommon for them before
Summary
1.1 BackgroundThe existence of studying abroad (SA) program has been considered a topical issue in an educational field. In line with the opinion above, Cubillos, Chieffo, and Fan (2008) assert that SA program will not always guarantee the students’ linguistic gain and deep cultural understanding because the designed activities are not appropriate with students’ needs. This hotly debated issue has been identified as well in the Indonesian context. Some of my students who took the SA program in English-speaking countries obtained different outcomes after getting back from the given program It seemed that there was no considerable improvement made by them regarding their English skills, such as productive and receptive skills
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.