‘Proficiency in English’ has become a more complicated concept because there is no unitary concept underlying its framework. In addition, the existence and the ongoing development of English varieties around the world have created debatable issues with respect to what models of English should be taught in certain contexts. This study explored the current insights of Indonesian teacher-trainers regarding the concept of ‘proficiency in English’ and its relation to varieties of English in the Indonesian teaching context. A modified Repertory Grid interview technique was employed to elicit teacher-trainers’ personal constructs. Interviews were conducted with 12 teacher-trainers at pre-service English teachers training programs. Generally, the interview findings indicated the teacher-trainers perceived ‘proficiency in English’ as a constituent of Competence and Performance aspects. The details of the findings revealed the differences between groups with varying demographics regarding what varieties of English should be used in Indonesian contexts. More experienced teacher-trainers indicated their willingness to accept and adopt the Endonormative forms of English for specific communicative contexts; whereas others stick firmly to using dominant varieties employing the Exonormative forms of English either for academic or non-academic contexts.
Sri Imelwaty, Curtin University, Australia
Stream: Film Criticism and Theory
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