Ruly MORGANNA, Sumardi SUMARDİ, Sri Samiati TARJANA

Pratiğe karşı kuruluş: Endonezya yabancı dil olarak İngilizce öğrenme paradigmasında kültür portreleri

Dünyada lingua franca olarak İngilizce'nin statüsü (Choi, 2016; Fang, 2017; Kusumaningputri & Widodo, 2018; Liu ve Fang, 2017), günümüde Endonezyalılar için İngilizce'nin ek bir dil olarak artan rolü ve çok kültürlü insanlar olarak, İngilizceyi yabancı dil olarak öğrenen Endonezyalı öğrencilerin doğası, (Hamied, 2012; Sukyadi, 2015), Endonezya İngilizce öğreniminde kültürün rolünü hassaslaştıran üsler haline geldi. Buna göre, bu çalışmada Endonezya İngilizce öğretmenlerinin kültürü ve kavramsallaştırılmış dil-kültür ilişkisini nasıl tanımladıklarına ve kültür portrelerinin İngilizce öğrenim paradigmalarında nasıl nüansa ayrıldığına ilişkin iki amaç üzerinde durulmuştur. On beş İngilizce öğretmeni katıldı ve görüşme yapıldı. Sonuçlar, öğretmenlerin kültürle ilgili beş ortak tanım paylaştı. Dil-kültür ilişkisinin dört göstergesi daha sonra kültürü, kültür sembolü olarak dili, kültürün çerçevesini çizdiği dili ve kültür aracı olarak dili ifade etmek için kavramsallaştırıldı. Kültürü sosyal ürünler, sosyal bilgi, yaşam tar zı, iletişimsel davranışlar ve iletişimsel bir söylem yapısı olarak adlandırdılar. Buna karşılık, modernist perspektife sahip on öğretmen ve postmodernist perspektife sahip beş öğretmen, Endonezya İngilizce öğreniminde kültürün çeşitli tasvirlerini sağlamıştır. Son olarak, verilen öneri, Endonezya İngilizce öğrenimi için eski perspektif yerine ikincisini destekledi.

Immersion vs. construction: The portrayals of culture in Indonesian EFL learning paradigm

The status quo of English as the world lingua franca (Choi, 2016; Fang, 2017; Kusumaningputri & Widodo,2018; Liu & Fang, 2017), the increasing role of English as an additional language for nowadays Indonesiangeneration (Lauder, 2008), and the nature of Indonesian EFL students as multicultural people (Hamied, 2012;Sukyadi, 2015) became the bases sensitizing the role of culture in Indonesian EFL learning. Accordingly, thisstudy focused on two objectives pertinent to how Indonesian EFL teachers defined culture and conceptualizedlanguage-culture relationship, and how the portrayals of culture were nuanced in their paradigm of EFL learning.Fifteen EFL teachers were engaged and interviewed. As revealed, five varieties of culture-related definitionswere shared. They referred to culture as social products, social knowledge, ways of living, communicativebehaviors and a communicative discourse construct. Four indicators of language-culture relationship weresubsequently conceptualized into language to express culture, language as the cultural symbol, language framedby culture, and language as a cultural mediator. In turn, ten teachers holding modernist perspective and fiveteachers holding postmodernist perspective provided diverse portrayals of culture in Indonesian EFL learning.The last, the given recommendation supported the latter instead of the former perspective for Indonesian EFLlearning.

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