Widodo outlines the history and changes to English language curricula in Indonesian secondary education. After independence from Japan and the Netherlands, English was chosen as the compulsory foreign language in schools. The curricula have undergone changes since 2000 to emphasize communicative competence, cultural understanding, and meeting students' needs. While the 2013 curriculum aims to prepare global citizens, Widodo notes English remains a tested school subject rather than a social language. He suggests six principles for reframing the curriculum to better integrate assessment, pedagogy, and ongoing teacher training and development.

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Language Policy in Practice:
Reframing the English Language Curriculum
in the Indonesian Secondary Education Sector
By Handoyo Puji Widodo
Resumed by Dian Eka Rachmawati
NS. 1705086023

2. •There has been a dramatic change in English langu
age curricula in the secondary education sector.
.
A
D
•This change has much been driven by the ideological
and political.
•The 2013 ELT Curriculum, does not detail key elements
.
•Ideologically and politically speaking, language policies leave an imprint
on the design and implementation of language curricula at classroom and
school levels.
Introduction
E
•Language curriculum design is never apolitical but ideo
logically laden in which there are conflicting needs and i
nterests that underlie language curriculum design.

3. Contemporary Theory on
Language Policy: Critical
Situated Approaches
•Particularly in the context of enforced standardization a
nd standardized testing reflected in rigid one-size fits all
curricular mandates, the deployment of critical situated
approaches to language policy remaking
(Tollefson, 2015) helps language teachers question wha
t works best for themselves and for their students.

4. The Linguistic Landscape in Indonesia
01
03
02
04
Indonesia, an archipelagic country with o
ver 17,000 islands stretching along the e
quator between Southeast Asia and Aust
ralia, is known as a multilingual and mult
icultural country (Paauw, 2009; Widodo
& Fardhani, 2011).
Fardhani (2011) point out that languages us
ed in Indonesia can be classified based
on (a) number of speakers, (b) socio-econo
mic and institutional status and prestige,
and (c) socio-institutional and political powe
r as well as privilege.
It is evident that Indonesia is a home to
hundreds of languages and cultures (Wi
dodo & Fardhani, 2011).
These categories include (1) a national lingu
a franca (NLF), Bahasa Indonesia;
(2) majority indigenous languages, such as
Javanese, Madurese, Sundanese, Batak, Ba
hasa Melayu, Banjarese, Buginese, and Pap
uan; and (3) minority indigenous languages l
ike Lamandau, Iban, Alor, Alas, and Mapia. It
is important to note that a national lingua fra
nca is defined as “a ‘contact language’ betw
een persons who share neither a common n
ative tongue nor a common (national) culture
…” (Firth, 1996, p. 240)

5. Language Policy in Practice: English Language Curricula
Enacted in the Secondary Education Sector in Indonesia
Widodo explains that after the independence of Indonesia (from the Japanese occupation in 1945,
and the Dutch colonial rule soon after) English was chosen as a compulsory foreign language
subject and has been widely taught in secondary schools and universities.
01

6. The 2004 ELT Curriculum
In the 2004 ELT Curriculum, the goals of English learning were to:
(a) develop communicative competence, which emphasizes macro skills such as listening,
speaking, reading, and writing and five competencies, including linguistic, discourse,
actional, sociocultural, and strategic;
(b) build and raise self-awareness of acquiring English as a foreign language and a means
of learning and communication;
(c) build and develop a solid understanding of a close relationship between language and
culture and raise intercultural understanding

7. The 2006 ELT Curriculum
2006 ELT curriculum based on the following
principles:
(a) students’ and stakeholders’ needs and interests;
(b) integrity;
(c) sensitivity to the development of science, technology, and arts;
(d) relevance to real-life needs;
(e) comprehensiveness and sustainability;
(f) life-long learning;
(g) a balance between national needs and local needs.

8. Policy on International Standard Schools (ISSs)
•to improve education quality and cater to students with outstanding academic capabilities.
•The policy of EMI has recently been pervasive in Asia
•(see a chapter by Mihyon Jeon in this volume; Hu, Li, & Lei, 2014).
•The definition of the ISSs is the one that meets all the national standards and
which takes into account educational standards.

9. The 2013 ELT Curriculum
the current curriculum aims to prepare Indonesians for becoming citizens who are religious,
productive, innovative, and passionate
as well as who can contribute to societal, nation’s, and world’s civilizations.

10. Key Principles of Reframing the 2013 ELT Curriculum
These principles provide directions for adapting the official curriculum to a particular pedagogical context.
•Revisiting Roles of Teachers from a Curriculum Development Perspective
•Negotiating Policy and Curriculum Materials:
TeacherDriven Language Curriculum Development
•Positioning and Framing English Language Pedagogy
•Integrating Assessment and Pedagogy: A Dynamic Approach
•Re-envisioning Sound Language Teacher Training and Education
•Sustaining Vibrant Teacher Professional Development

11. Conclusion
Widodo explains that after the independence of Indonesia (from the Japanese occupation in 1945, and the Dutch col
onial rule soon after) English was chosen as a
compulsory foreign language subject and has been widely taught in secondary
schools and universities.
The decision to opt for E
nglish rather than say
Dutch or Japanese was b
ecause the latter l
anguages were tainted a
s the languages of coloni
sts and because
English was already seen
as the main language of
international
communication and also
Indonesia’s ELT curricula
, especially since 2000,
have undergone
substantial changes.
01 However, Widodo notes
that English remains
viewed as aschool
subject, rather than
social language,
where the success and
failure of English
learning are determined
by a high-stakes
university/college
entrance examination.
02
Widodo suggests six principles for reframing
the current ELT curriculum:
(1) revisiting roles of teachers from a
curriculum development perspective,
(2) Negotiating policy and curriculum material
s: teacher-driven language curriculum
development,
(3) positioning and framing English language
pedagogy,
(4) integrating assessment and pedagogy:
a dynamic approach,
(5) re-envisioning sound language teacher
training and education, and
(6) sustaining teacher professional
development.
03

12. Thank you
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