Maintaining Students’ ‘Indonesian Identity’ with a Multicultural Teaching Approach

Kuni Hikmah Hidayati

doi:10.32528/ellite.v3i2.1919

Abstract

Experts agree that using English as an International Language (EIL) has directlyand indirectly shaped the speakers’ ways of thinking which may finally shapetheir identity. This paper theoretically examines impacts of learning Englishtowards students’ identity, i.e. Indonesian identity. First, it explains the possibilityof Indonesian students’ changing identity as learning English in school. Then,it recommends what teachers should know about their students in order toreduce negative impacts of English to the students’ national identity. Finally,the paper purposes the notion of a multicultural teaching approach whenteaching English.

Highlights

Kachru (1985) described the spread of English into becoming today’s International language (EIL) by using the three circles model: the inner circle, the outer circle, and the expanding circle
They might feel prouder when using English which is a number-one language in the world today. This creates such tensions, in some context, that they will be prouder using English than Indonesian or that they admire what comes from native English speaking countries than those from Indonesia and so on
According to Bennett (2003), culturally relevant teaching has three underlying principles: “students must experience academic success, students must develop and/or maintain cultural competence, and students must develop a ‘critical consciousness’ through which they may challenge social injustice”. This is to say that teachers must empower students to succeed by providing them with a learning environment which respects the students’ culture. They may learn a foreign language (i.e. English), but they always perceive that they belong to Indonesian culture and that Indonesian is as their national identity

Summary

Introduction

Kachru (1985) described the spread of English into becoming today’s International language (EIL) by using the three circles model: the inner circle, the outer circle, and the expanding circle. It explains the possibility of Indonesian students’ changing identity as learning English in school and recommends what teachers should know about their students in order to reduce negative impacts of English to the students’ national identity. In Indonesian context, students’ relationships, such as with their family, friends and colleagues are culturally considered valuable and impact one’s identity.

Results

Conclusion