Araştırma Makalesi
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Parents' attitudes and sociocultural factors influencing English for young learners in Indonesia: A critical discourse analysis

Yıl 2024, Cilt: 6 Sayı: 10, 1 - 22, 01.04.2024

Selamat Husni Hasibuan Gabby Maureen Pricilia

Öz

Genç Öğrenciler için İngilizce'nin (EYL) faydalarıyla ilgili tartışma, özellikle akademik olmayan çevrelerden, özellikle Endonezyalı ebeveynlerden önemli ölçüde ilgi çekmeye devam ediyor. Bu araştırma, küresel sosyokültürel ve siyasi eğilimlerin etkisi altında İngilizce'ye olan artan talebi keşfeder. Eleştirel söylem analizi kullanarak, çalışma Endonezya'daki EYL'nin mevcut durumuna ebeveynlerin tutumlarını inceleyerek ve bu tutumları şekillendiren faktörleri belirleyerek gerçekleştirilmiştir. Bulgular, ebeveynler arasında çocukları için erken İngilizce dil öğrenmeye yönelik bir tercih ve genç öğrencilere İngilizce öğretiminin bir zorunluluk olarak algılandığını ortaya koymaktadır. EYL ile ilgili olarak ebeveynlerin söylemlerinden ortaya çıkan temalar, yabancı dil öğreniminin ne kadar erken başlarsa o kadar iyi olduğuna, İngilizce öğreniminin yaşam değeri eklediğine, gelecekteki başarıyı güvence altına aldığına, uluslararasılaşma olanaklarını teşvik ettiğine ve sorumlu ebeveynliği yansıttığına dair inancı vurgulamaktadır. İlginç bir şekilde, çalışma, EYL eğilimlerinin ve taleplerinin yalnızca akademik veya araştırma çevrelerinden kaynaklanmadığını, özellikle ebeveynlerin tutkulu bir topluluk gücü olarak belirgin bir şekilde etkilendiğini ortaya koymaktadır. Bu nedenle, çalışma, politika yapıcılar, okul müdürleri ve öğretmenler de dahil olmak üzere tüm paydaşların, özellikle ebeveynlerin bakış açılarına ve görüşlerine özel dikkat göstererek yerel toplulukla aktif işbirliği içinde olmasının önemini vurgular. Bu işbirliği yaklaşımı, Endonezya'da etkili EYL politika ve uygulamalarının geliştirilmesi açısından hayati öneme sahiptir.

Anahtar Kelimeler

Eleştirel Söylem Analizi Yabancı Dil olarak İngilizce Genç Öğrenciler için İngilizce Ebeveyn Tutumu Küçük Çocuklar.

Kaynakça

  • Abu-Rabia, S., & Sanitsky, E. (2010). Advantages of bilinguals over monolinguals in learning a third language. Bilingual Research Journal, 33(2), 173-199.
  • Baldauf, R. B., Kaplan, R. B., Kamwangamalu, N., & Bryant, P. (2013). Success or failure of primary second/foreign language programs in Asia: What do the data tell us? Language planning in primary schools in Asia, 205-219.
  • Bekleyen, N. (2011). Can I teach English to children? Turkish preservice teacher candidates and very young learners. Journal of Early Childhood Teacher Education, 32(3), 256-265.
  • Bialystok, E., & Hakuta, K. (1999). Confounded age: Linguistic and cognitive factors in age differences for second language acquisition. Second language acquisition and the critical period hypothesis, 161-181.
  • Bourdieu, P. (1991). Language and symbolic power. Harvard University Press.
  • Butler, Y. G. (2014). Parental factors and early English education as a foreign language: A case study in Mainland China. Research papers in education, 29(4), 410-437.
  • Cahyati, P., & Madya, S. (2019). Teaching English in primary schools: Benefits and challenges. 3rd International Conference on Current Issues in Education (ICCIE 2018),
  • Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738-762.
  • Crystal, D. (2003). English as a global language. Cambridge University Press.
  • De Houwer, A. (2009). Bilingual first language acquisition (Vol. 2). Multilingual Matters.
  • DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in second language acquisition, 22(4), 499-533.
  • Edelenbos, P., & Kubanek, A. (2009). Early foreign language learning: Published research, good practice, and main principles. The age factor and early language learning, 40, 39.
  • Ellis, G. (2014). ‘Young learners’: clarifying our terms. ELT Journal, 68(1), 75-78.
  • Fairclough, N. (2013). Language and power. Routledge.
  • Gee, J. P. (2004). Discourse analysis: What makes it critical? In An introduction to critical discourse analysis in education (pp. 49-80). Routledge.
  • Gee, J. P., Allen, A.-R., & Clinton, K. (2001). Language, class, and identity: Teenagers fashioning themselves through language. Linguistics and Education, 12(2), 175-194.
  • Ghasemi, B., & Hashemi, M. (2011). Foreign language learning during childhood. Procedia-Social and Behavioral Sciences, 28, 872-876.
  • Habibi, A., & Sofwan, M. (2015). Teachers of English for Young Learners: An Analysis of Their English Proficiency and Profile. English Education Study Program-National Seminar, Oktober,
  • Handford, M., & Gee, J. P. (2013). The Routledge handbook of discourse analysis. Routledge.
  • Hoff, E. (2006). How social contexts support and shape language development. Developmental review, 26(1), 55-88.
  • Hu, Y. (2007). China's Foreign Language Policy on primary English education: What's behind it? Language Policy, 6, 359-376.
  • Janks, H. (1997). Critical discourse analysis as a research tool. Discourse: Studies in the cultural politics of education, 18(3), 329-342.
  • Jenkins, J. (2014). Global English: A resource book for students. Routledge.
  • Kallis, G., & Yarwood, R. (2022). Intergenerational language practices, linguistic capital, and place: The case of Greek-Cypriot Migrant Families in the UK. Children's Geographies, 20(6), 931-943.
  • Kocaman, N., & Kocaman, O. (2015). Parents' Views Regarding Foreign Language Teaching in Pre-School Institutions. Online Submission.
  • Lamb, M., & Coleman, H. (2008). Literacy in English and the transformation of self and society in post-Soeharto Indonesia. International journal of bilingual education and bilingualism, 11(2), 189-205.
  • Mann, S. (2016). The research interview. Reflective practice and reflexivity in research processes.
  • Montrul, S. (2008). Incomplete acquisition in bilingualism. Incomplete Acquisition in Bilingualism, 1-322.
  • Muñoz, C., & Singleton, D. (2011). A critical review of age-related research on L2 ultimate attainment. Language teaching, 44(1), 1-35.
  • Nababan, P. (1991). Language in education: The case of Indonesia. International review of education, 37, 115-131.
  • Nikolov, M. (2016a). Assessing young learners of English: Global and local perspectives. Springer.
  • Nikolov, M. (2016b). Trends, issues, and challenges in assessing young language learners. Assessing young learners of English: Global and local perspectives, 1-17.
  • Nizar, H. (2004). EFL teachers’ performance at the elementary schools: A case study of three elementary schools in the city of Bandung. Unpublished MA thesis. English Education Department Graduate School Indonesian University of Education Bandung.
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia‐Pacific Region. TESOL Quarterly, 37(4), 589-613.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks. Cal.: Sage Publications, 4.
  • Pfenninger, S. E., & Singleton, D. (2017). Beyond age effects in instructional L2 learning: Revisiting the age factor (Vol. 113). Multilingual Matters.
  • Phillips, S. (1993). Young learners. Oxford University Press.
  • Rafael, E. B., & Sternberg, Y. (2002). Identity, culture, and globalization (Vol. 8). Brill.
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
  • Sadtono, E. (2007). A concise history of TEFL in Indonesia. English education in Asia: History and policies, 205-234.
  • Sawyer, B. E., Manz, P. H., & Martin, K. A. (2019). Supporting pre-school dual language learners: Parents' and teachers' beliefs about language development and collaboration. In Research in Young Children's Literacy and Language Development (pp. 409-428). Routledge.
  • Schneider, M., & Buckley, J. (2002). What do parents want from schools? Evidence from the Internet. Educational evaluation and policy analysis, 24(2), 133-144.
  • Seidlhofer, B. (2013). Understanding English as a lingua franca. Oxford University Press.
  • Sutopo, A., Ali, R. M., Aditama, M. G., Wiguna, A., & Syafiq, A. (2020). EYL in Indonesia: Implementations, Problems, and Challenges. The 5th Progressive and Fun Education International Conference (PFEIC 2020),
  • Suyanto, K., & Chodidjah, I. (2002). The teaching of English in primary schools: The policy, implementation, and future direction. 50th TEFLIN International Conference, Surabaya,
  • Talmy, S., & Richards, K. (2011). Theorizing qualitative research interviews in applied linguistics. Applied linguistics, 32(1), 1-5.
  • Uysal, N. D., & Yavuz, F. (2015). Teaching English to very young learners. Procedia-Social and Behavioral Sciences, 197, 19-22.
  • Weiss, G., & Wodak, R. (2007). Critical discourse analysis. Springer.
  • Whitty, G., & Wisby, E. (2007). Whose voice? An exploration of the current policy interest in pupil involvement in school decision‐making. International studies in sociology of education, 17(3), 303-319.
  • Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects: How has Indonesia coped with the demand for teaching English in schools? English Today, 33(1), 53-59.

Parents' attitudes and sociocultural factors influencing English for young learners in Indonesia: A critical discourse analysis

Yıl 2024, Cilt: 6 Sayı: 10, 1 - 22, 01.04.2024

Selamat Husni Hasibuan Gabby Maureen Pricilia

Öz

The debate surrounding the benefits of English for Young Learners (EYL) continues to attract significant attention, particularly from non-academic circles, notably Indonesian parents. This research explores the increasing demand for English, influenced by global sociocultural and political trends. Employing critical discourse analysis, the study examines parents’ attitudes toward the current state of EYL in Indonesia and identifies the factors shaping these attitudes. The findings revealed a preference among parents for early English language learning for their children, and a perceived necessity for English instruction in young learners. Themes emerged from the parents’ discourse on EYL, highlighting the belief that earlier foreign language learning begins, the better; English acquisition adds life value, ensures future success, promotes internationalisation prospects, and reflects responsible parenting. Interestingly, the study highlights that EYL trends and demands were not solely driven by academic or research circles but significantly influenced by non-academic groups, especially parents as a cohesive community force. Consequently, the study underscores the importance of engaging all stakeholders, including policy makers, school principals, and teachers, in active collaboration with the local community, with particular attention to parents’ perspectives and insights. This collaborative approach is crucial for the development of effective EYL policies and practices in Indonesia.

Anahtar Kelimeler

Critical Discourse Analysis English as a Foreign Language English for Young Learners Parents Young Children.

Kaynakça

  • Abu-Rabia, S., & Sanitsky, E. (2010). Advantages of bilinguals over monolinguals in learning a third language. Bilingual Research Journal, 33(2), 173-199.
  • Baldauf, R. B., Kaplan, R. B., Kamwangamalu, N., & Bryant, P. (2013). Success or failure of primary second/foreign language programs in Asia: What do the data tell us? Language planning in primary schools in Asia, 205-219.
  • Bekleyen, N. (2011). Can I teach English to children? Turkish preservice teacher candidates and very young learners. Journal of Early Childhood Teacher Education, 32(3), 256-265.
  • Bialystok, E., & Hakuta, K. (1999). Confounded age: Linguistic and cognitive factors in age differences for second language acquisition. Second language acquisition and the critical period hypothesis, 161-181.
  • Bourdieu, P. (1991). Language and symbolic power. Harvard University Press.
  • Butler, Y. G. (2014). Parental factors and early English education as a foreign language: A case study in Mainland China. Research papers in education, 29(4), 410-437.
  • Cahyati, P., & Madya, S. (2019). Teaching English in primary schools: Benefits and challenges. 3rd International Conference on Current Issues in Education (ICCIE 2018),
  • Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738-762.
  • Crystal, D. (2003). English as a global language. Cambridge University Press.
  • De Houwer, A. (2009). Bilingual first language acquisition (Vol. 2). Multilingual Matters.
  • DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in second language acquisition, 22(4), 499-533.
  • Edelenbos, P., & Kubanek, A. (2009). Early foreign language learning: Published research, good practice, and main principles. The age factor and early language learning, 40, 39.
  • Ellis, G. (2014). ‘Young learners’: clarifying our terms. ELT Journal, 68(1), 75-78.
  • Fairclough, N. (2013). Language and power. Routledge.
  • Gee, J. P. (2004). Discourse analysis: What makes it critical? In An introduction to critical discourse analysis in education (pp. 49-80). Routledge.
  • Gee, J. P., Allen, A.-R., & Clinton, K. (2001). Language, class, and identity: Teenagers fashioning themselves through language. Linguistics and Education, 12(2), 175-194.
  • Ghasemi, B., & Hashemi, M. (2011). Foreign language learning during childhood. Procedia-Social and Behavioral Sciences, 28, 872-876.
  • Habibi, A., & Sofwan, M. (2015). Teachers of English for Young Learners: An Analysis of Their English Proficiency and Profile. English Education Study Program-National Seminar, Oktober,
  • Handford, M., & Gee, J. P. (2013). The Routledge handbook of discourse analysis. Routledge.
  • Hoff, E. (2006). How social contexts support and shape language development. Developmental review, 26(1), 55-88.
  • Hu, Y. (2007). China's Foreign Language Policy on primary English education: What's behind it? Language Policy, 6, 359-376.
  • Janks, H. (1997). Critical discourse analysis as a research tool. Discourse: Studies in the cultural politics of education, 18(3), 329-342.
  • Jenkins, J. (2014). Global English: A resource book for students. Routledge.
  • Kallis, G., & Yarwood, R. (2022). Intergenerational language practices, linguistic capital, and place: The case of Greek-Cypriot Migrant Families in the UK. Children's Geographies, 20(6), 931-943.
  • Kocaman, N., & Kocaman, O. (2015). Parents' Views Regarding Foreign Language Teaching in Pre-School Institutions. Online Submission.
  • Lamb, M., & Coleman, H. (2008). Literacy in English and the transformation of self and society in post-Soeharto Indonesia. International journal of bilingual education and bilingualism, 11(2), 189-205.
  • Mann, S. (2016). The research interview. Reflective practice and reflexivity in research processes.
  • Montrul, S. (2008). Incomplete acquisition in bilingualism. Incomplete Acquisition in Bilingualism, 1-322.
  • Muñoz, C., & Singleton, D. (2011). A critical review of age-related research on L2 ultimate attainment. Language teaching, 44(1), 1-35.
  • Nababan, P. (1991). Language in education: The case of Indonesia. International review of education, 37, 115-131.
  • Nikolov, M. (2016a). Assessing young learners of English: Global and local perspectives. Springer.
  • Nikolov, M. (2016b). Trends, issues, and challenges in assessing young language learners. Assessing young learners of English: Global and local perspectives, 1-17.
  • Nizar, H. (2004). EFL teachers’ performance at the elementary schools: A case study of three elementary schools in the city of Bandung. Unpublished MA thesis. English Education Department Graduate School Indonesian University of Education Bandung.
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia‐Pacific Region. TESOL Quarterly, 37(4), 589-613.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks. Cal.: Sage Publications, 4.
  • Pfenninger, S. E., & Singleton, D. (2017). Beyond age effects in instructional L2 learning: Revisiting the age factor (Vol. 113). Multilingual Matters.
  • Phillips, S. (1993). Young learners. Oxford University Press.
  • Rafael, E. B., & Sternberg, Y. (2002). Identity, culture, and globalization (Vol. 8). Brill.
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
  • Sadtono, E. (2007). A concise history of TEFL in Indonesia. English education in Asia: History and policies, 205-234.
  • Sawyer, B. E., Manz, P. H., & Martin, K. A. (2019). Supporting pre-school dual language learners: Parents' and teachers' beliefs about language development and collaboration. In Research in Young Children's Literacy and Language Development (pp. 409-428). Routledge.
  • Schneider, M., & Buckley, J. (2002). What do parents want from schools? Evidence from the Internet. Educational evaluation and policy analysis, 24(2), 133-144.
  • Seidlhofer, B. (2013). Understanding English as a lingua franca. Oxford University Press.
  • Sutopo, A., Ali, R. M., Aditama, M. G., Wiguna, A., & Syafiq, A. (2020). EYL in Indonesia: Implementations, Problems, and Challenges. The 5th Progressive and Fun Education International Conference (PFEIC 2020),
  • Suyanto, K., & Chodidjah, I. (2002). The teaching of English in primary schools: The policy, implementation, and future direction. 50th TEFLIN International Conference, Surabaya,
  • Talmy, S., & Richards, K. (2011). Theorizing qualitative research interviews in applied linguistics. Applied linguistics, 32(1), 1-5.
  • Uysal, N. D., & Yavuz, F. (2015). Teaching English to very young learners. Procedia-Social and Behavioral Sciences, 197, 19-22.
  • Weiss, G., & Wodak, R. (2007). Critical discourse analysis. Springer.
  • Whitty, G., & Wisby, E. (2007). Whose voice? An exploration of the current policy interest in pupil involvement in school decision‐making. International studies in sociology of education, 17(3), 303-319.
  • Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects: How has Indonesia coped with the demand for teaching English in schools? English Today, 33(1), 53-59.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Kültürel çalışmalar (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Selamat Husni Hasibuan 0000-0001-8360-5977

Gabby Maureen Pricilia 0009-0001-1534-2412

Yayımlanma Tarihi 1 Nisan 2024
Gönderilme Tarihi 22 Kasım 2023
Kabul Tarihi 4 Ocak 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 6 Sayı: 10

Kaynak Göster

APA Hasibuan, S. H., & Pricilia, G. M. (2024). Parents’ attitudes and sociocultural factors influencing English for young learners in Indonesia: A critical discourse analysis. Uluslararası Sosyal Bilimler Ve Eğitim Dergisi, 6(10), 1-22.
 Kapak Resmi İndir

 https://dergipark.org.tr/usbed

Baş Editör: Prof. Dr. Aytekin Demircioğlu