ENGLISH LANGUAGE TEACHING AND EFL TEACHER COMPETENCE IN INDONESIA
ENGLISH LANGUAGE TEACHING AND EFL TEACHER COMPETENCE IN INDONESIA
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印度尼西亚的英语教学和 EFL 教师能力
DOI：
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发表时间：
2016
期刊：
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通讯作者：
U. Sulistiyo
中科院分区：
文献类型：
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作者：
U. Sulistiyo
本文概述了印度尼西亚的英语教学和英语作为外语（EFL）教师教育。有几个因素似乎阻碍了印尼英语教学的成功。教师素质和低英语水平、课堂规模、学生学习动机、课堂导向学习和有限的学习资源是影响英语教学和学习成功的因素。在印度尼西亚，语言政策和语言教学课堂实践之间存在着一些制约因素。首先，学生有非常不同的动机和背景特征，这使得很难设计和资源适合全国所有（或大多数）学生的单一课程。其次，资金不足意味着教师工资低、资源匮乏以及班级规模可能过大。教师工资低导致大多数教师在课余时间从事额外工作，减少了他们用于备课、改进教学实践和开展发展以提高专业知识的时间。第三，政策和课程政治的影响是语言学习的制约因素。在英语教学中，教师的能力是促进学生在课堂活动中成功地接触和学习英语的关键。许多印尼学者都意识到了这一重要性，例如，Soepriyatna（2012）确定了印尼EFL教师的能力领域。这些领域可以为教师教育项目提供信息，使其在课堂准备期间以符合EFL教师需求的方式设计课程。
This paper presents an overview of English language teaching and English as a Foreign Language (EFL) teacher education in Indonesia. Several factors appear to impede the success of teaching and learning EFL in Indonesia. Teacher qualifications and low English proficiency, classroom size, students’ motivation, classroom-oriented learning, and limited sources of learning are factors that influence EFL teaching and learning success. There are several constraints at work between language policy and language teaching classroom practices in Indonesia. First, students have very different motivations and background traits, which make it difficult to design and resource a single curriculum that suits all (or most) students across the country. Second, inadequate funds mean low wages for teachers, poor resourcing and the likelihood of large class sizes. Low teacher salaries cause the majority of teachers to work in additional jobs outside of school hours, which reduces the time they can allocate to lesson preparation, efforts to improve teaching practices and undertaking development to enhance their professional knowledge. Third, the influence of policy and curriculum politics is a constraint to language learning. In EFL teaching and learning contexts, teacher competence is essential to facilitating successful English exposure and learning during classroom activities. A number of Indonesian scholars are aware of this importance—for example, Soepriyatna (2012) identified the domains of EFL teachers’ competence in Indonesia. These domains can inform teacher education programs to design the curriculum in ways that align with the needs of EFL teachers during their classroom preparation.