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Organizer:
Chairs:
Layli Hamida (Universitas Airlangga)Discussant:
Layli Hamida, Lina Puryanti, Lilla Musyahda, Salimah (Universitas Airlangga)
Theme: Language Socialization
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Author/Presenter | Topic |
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Layli Hamida
(Universitas Airlangga) | Language Socialization and the Retention of Identity during Literacy Learning |
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Lina Puryanti
(Universitas Airlangga) | Language Socialization, Education, and Indonesia – Malaysia Border: from Multilingual to National? |
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Salimah
(Universitas Airlangga) | Implication of Language Ideology on Foreign Language Socialization Practices in a Moslem Community in Indonesia |
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Lilla Musyahda
(Universitas Airlangga) | Foreign Language Acquisition and Social Context in Indonesia |
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Panel Abstract
National and foreign language acquisition and socialization have been part of social practices in Indonesia as it is one of the ways the country responds to the modern global situations. Yet, the acquisition and socialization of those languages keep facing many challenges and constrains. The problems particularly arise since people in Indonesia, equipped with norms and beliefs and live in a certain particular structured world life which is multicultural and multilingual, resolve the challenge in different ways. Based on the aspects in language socialization and identity in language learning and use, this study examines strategies and behaviours involved in the socialization of Indonesia and English in many parts of Indonesia namely a small community in East Java Province, learning situation in a Surabaya’s Kampong, a village school in Indonesia Malaysian border, and English urban communities in Surabaya. The findings suggest that the process of embracing the modernity through the socialization of Indonesia and English in Indonesia encounters with conscious as well as unconscious efforts of constructing identity. Those processes as shown in the researches are rooted in the principles of strengthening Indonesian language in the border (Lina), religious informed position (Salimah), retention of the heritage language (Layli), and class structure mobility (Lilla). These studies reveal the ways the people in Indonesia embrace or resist to the problem while at the same time trying to adapt and adjust to the modern situation. The Indonesian case of language socialization and identity offers a new perspectives by arguing that the two oppositional position and the negotiation of local-global may be found altogether in the ground in answer to modernity.
Keywords: language socialization, language acquisition, modernity, identity
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Language Socialization and the Retention of Identity during Literacy Learning
Layli Hamida (Universitas Airlangga)
Abstract
Jagir is one of urban kampongs in Surabaya, Indonesia. People, living in this kampong, come from different rural area in East Java. While adapting to the urban living in metropolitan city such as Surabaya, they bring their original identity as rural people in the form of the use of local Javanese dialect. This retention of local language affects the way they socialize Indonesian as the standard mainstream language used in various formal situations, such as school. The local Javanese dialect always occur, either as interference or benefactor, during verbal interaction between caregivers and children during the process of socialization of Indonesian in learning situation in the homes in Jagir. The caregivers play significant roles in the socialization of Indonesian for children’s early literacy as the school require the children to be able to read and write well in Indonesian before they enter first grade of elementary school. On the one hand, great exposure to Indonesian with several switches on Javanese dialect help children acquire Indonesian language. On the other, extensive use of local Javanese seems to hinder children from learning reading and writing in Indonesian and influence their academic performance and their adaptation to become the member of school community. The data analysed here is based on ethnographic observation on caregivers and elementary school children conversation during literacy events. The study analysed micro elements in the conversation and related it to the macro social construction in the society including the standard norms at school. It is found that the use of Javanese in Indonesian socialization process is one of the strategies employed by the caregivers to teach literacy as to find the ease in the transformational process and to maintain their identity as a Javanese. The writer argues that this situation reflects rural-urban sociological as well as psychological shifting.
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Language Socialization, Education, and Indonesia – Malaysia Border: from Multilingual to National?
Lina Puryanti (Universitas Airlangga)
Abstract
The porous and permeable borders of Indonesia Malaysia due to people’s long history of cross-border relations have resulted the border as multilingual and multicultural places. In the context of basic education, students from Indonesian side of the border or those who lived in Malaysian plantation were allowed to study in Malaysian schools. The situation led to a language socialization when the border pupils are often defined by the characteristics they share; a lack of Indonesian fluency and much more familiar with Malaysian language in their social life. However, the current situation on border policies on tightened border and Indonesian development national policy i.e. more restriction to enter the Malaysian’s schools and the increasing numbers of Indonesian schools have altered the situation of language learning and socialization. The Indonesian students by right now have better access and more exposed to Indonesian language through the various Indonesian educational curriculum from the schools. The data analyzed here is based on field research conducted among the students in two elementary schools in the subdistrict (Kecamatan) of Sebatik Barat located in Indonesian part of Sebatik Island, a border island with Malaysia during six months between 2014-2015.
This paper brings together facets of language socialization and national schooling within a borderland context with the aim of understanding the shifting situation and ambiguous relationships between the border Sebatik Island and Indonesian nation-state. In this paper, I will argue that the processes of Indonesian language socialization are very complex and depart from the idea of border as places where hybrid practices, the multilingual situations are mediated through schools. I argue that this situation has gradually changed the use of Malaysian language into Indonesian language and created more identification with Indonesian national narration.
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Implication of Language Ideology on Foreign Language Socialization Practices in a Moslem Community in Indonesia
Salimah (Universitas Airlangga)
Abstract
Bungah is one of rural Gresik areas in East Java, Indonesia. Moslem community in this area has a very resilient engagement with religious tradition of Islam as it obliges the teaching and socialization of Arabic as top priority undermining any other foreign language teaching and socialization, including the teaching and learning of English. This paper intends to uncover the implication of this strong language ideology on the community practices of foreign language socialization and analyse factors that may strengthen this belief. Ethnographic fieldworks were conducted to observe and obtain data on daily language practices in relation to foreign language socialization. Several leading community members including community leaders, teachers, and other respected members are interviewed to acquire insight into their language ideologies. The results of the study indicate that children, including their extended familial circumstance are more appreciated when they learn and are proficient in Arabic. They are more respected and are given more cultural and social opportunities. Unfortunately, this advantageous position of Arabic has hindered the socialization of English as the global language. Proficient Arabic speakers will be entitled as desired religious followers, and interestingly, an equal recognition might not be given to those who are proficient in English. These difference based on religious informed positions affect the socialisation process in the consequence that English is often excluded from the curriculum of early childhood schooling.
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Foreign Language Acquisition and Social Context in Indonesia
Lilla Musyahda (Universitas Airlangga)
Abstract
Since the process of communication forms the interplay between two languages, it leads to the selection of linguistic and cultural knowledge which they activate in interaction. It is a fact that English language learning might be part of second culture learning and adaptation. Therefore, the concept of communicative competence that is what the speaker needs to know to communicate appropriately in a language community is adopted to view in a particular context and communicative purpose. It involves the concept of cultural capital and communicative competence in learning a foreign language to manage a communication across culture appropriately. In Surabaya, to gain communicative competence in English, people set up communities of learning as an environmental habitus of English. The communities emerge in different shapes reflecting their class identity. In result, the English language they acquire and socialize turn as well into different varieties.
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