THE NEW GENERATION OF HIGH QUALITY ESL/EFL TEACHERS: A PROPOSAL FOR INTERDISCIPLINARY TEACHER EDUCATION

Iwan Syahril

Abstract


In this paper I argue that ESL/EFL teacher education programs should be the leading agents of change in transforming a nation.  With its emphasis on English mastery, an ESL/EFL teacher education program generally produce teachers with sufficient English to comprehend development/global issues such as climate change, poverty, or inequality.  The emphasis on the mastery of English as the international language will make pre-service teachers relatively better able to understand and produce multimodal English texts around those development/global issues compared to pre-service teachers from other subjects.  Building on the earlier work such as in Content and Language Integrated Learning (CLIL) and content area literacy, ESL/EFL teacher education can realize this vision with an innovative idea: an interdisciplinary teacher education program.  In this program, I envision that an ESL/EFL pre-service teacher education program collaborates with other subject area teacher education programs (e.g., social studies, science) working on an overreaching theme, such as sustainable development, or others.  Pre-service teachers learn the learning outcomes of subject areas not in isolation but in an integrated manner.  They learn inter-(disciplinary) content knowledge and pedagogical content knowledge around global issues and universal values.  Arguably, this kind of program will create teachers who can think critically, systemically and creatively, using a multi-perspective approach that recognizes the different dimensions, perspectives and angles of issues.  At the same time, this kind of program can produce teachers with key non-cognitive skills such as empathy, communication skills and aptitudes for interacting and collaborating with people of different backgrounds, origins, cultures and perspectives.  Indeed, this is a proposal for a new generation of (language) teachers, the ones who can teach 21st century skills (e.g., critical thinking, communication, collaboration, creativity) with innovative forms of teaching (e.g., project-based learning, problem-based learning, inquiry-based learning, theme-based learning) around authentic problems with a multi-perspective approach.  Indeed, for a developing nation, such as Indonesia, having quality teachers who can think and teach in an interdisciplinary manner can be very strategic not only in improving and transforming its education but also for accelerating its social and economic development.


DOI: doi.org/10.24071/llt.2019.220104


Keywords


teacher education, second language teacher education, foreign language teacher education, education quality, educational transformation, educational change, interdisciplinary

Full Text:

PDF

References


Bank, T. W. (2015). Teacher certification and beyond: An empirical evaluation of the teacher certification program and education quality improvements in Indonesia. Retrieved from Jakarta, Indonesia: https://openknowledge.worldbank.org/handle/10986/24433

Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. London, UK: McKinsey & Company.

Bögeholz, S. (2018). Qualifying teacher students for ESD: A certificate for a specialist qualification at the University of Goettingen (PowerPoint Slides). Paper presented at the Workshop EFForTS (Ecological and Socioeconomic Functions of Tropical Lowland Rain Forest Transformation System): Land Use Change-Research and Its Potential for Indonesian Teacher Education, Bogor, Indonesia.

Bonces, J. R. (2012). Content and Language Integrated Learning (CLIL): Considerations in the Colombian context. Gist Education and Learning Research, 6, 177-189

Brown, K. (2017). Finland to become the first country in the world to get rid of all school subjects. Retrieved from https://www.collective-evolution.com/2017/04/04/finland-to-become-the-first-country-in-the-world-to-get-rid-of-all-school-subjects/

Cazden, C., Cope, B., Fairclough, N., & Gee, J. (1996). A pedagogy of multiliteracies: Designing social futures Harvard Educational Review, 66(1), 60-92.

Chang, M. C., Shaeffer, S., Al-Samarrai, S., Ragatz, A. B.,

Ree, J. d., & Stevenson, R. (2014). Teacher reform in Indonesia: The role of politics and evidence in policy making. Jakarta, Indonesia: The World Bank.

Coleman, H. (2011) Allocating resources for English: The case of Indonesia’s English medium International Standard Schools. Dreams and realities: Developing countries and the English language. Jakarta, Indonesia: The British Council.

Coonan, C. M. (2017). CLIL teacher education: Issues and direction. Language Teacher Education, 4(2), 1-16.

Faez, F. (2011). Points of departure: Developing the knowledge base of ESL and FSL teachers for K-12 programs in Canada. The Canadian Journal of Applied Linguistics, 14(1), 29-49.

Fahmi, M., Maulana, A., & Yusuf, A. A. (2011). Teacher certification in Indonesia: A confusion of means and ends. Bandung, Indonesia: Center for Economic and Development Studies, Padjadjaran University.

Farrell, T. S. C. (Ed.) (2018). Second language teacher education and future directions: John Wiley & Sons, Inc.

Fasih, T., Afkar, R., & Tomlinson, H. (2018). Learning for all: Towards quality education for enhanced productivity and economic growth in Indonesia. Retrieved from Jakarta, Indonesia: https://openknowledge.worldbank.org/bitstream/handle/10986/29379/123652-WP-P157380-PUBLIC-FALearningforallReport.pdf?sequence=1&isAllowed=y

Feiman-Nemser, S. (2012). Teachers as learners. Cambridge, MA: Harvard Education Press.

Greef, L. d., Post, G., Vink, C., & Wenting, L. (2017). Designing interdisciplinary education: A practical handbook for university teachers. Amsterdam, The Netherlands: Amsterdam University Press.

Jalal, F., Samani, M., Chang, M. C., Stevenson, R., Ragatz,

A. B., & Negara, S. D. (2009). Teacher certification in Indonesia: A strategy for teacher quality improvement. Jakarta, Indonesia: Ministry of National Education of Indonesia and The World Bank.

Johnson, K. E. (2009). Second language teacher education. New York, NY: Routledge.

Johnson, K. E. (Ed.) (2013). Innovation through teacher education programs. New York, NY: Routledge.

Kaffenberger, M., & Pritchett, L. (2017). More school or more learning? Evidence from learning profiles from the financial inclusion insights data. Retrieved from

Kajder, S. B. (2007). Bringing new literacies into the content area literacy methods course. Contemporary Issues in Technology and Teacher Education, 7(2), 92-99.

Kennedy, M. M. (2008). Sorting out teacher quality. Phi Delta Kappan, 90(1), 59-63.

Kennedy, M. M. (2010a). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591-598.

Kennedy, M. M. (2010b). The uncertain relationship between teacher assessment and teacher quality. In M. M. Kennedy (Ed.), Teacher assessment and the quest for teacher quality: A handbook (pp. 1-6). San Francisco, CA: Jossey-Bass.

Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980.

Kern, R. (2000). Literacy and language teaching. Oxford, UK: Oxford University Press.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University.

Lortie, D. C. (1975). Schoolteacher. Chicago, IL: University of Chicago.

MLA. (2007). Foreign languages and higher education: New structures for a changed world. Profession, 234–245.

OECD. (2016). Skills matter: Further results from the survey of adult skills, OECD skills studies. Retrieved from Paris, France: http://www.oecd.org/skills/piaac/skills-matter-9789264258051-en.htm

OECD. (2018). Preparing our youth for an inclusive and sustainable world. Retrieved from Paris, France: https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf

Paine, L., & Zeichner, K. (2012). The local and the global in reforming teaching and teacher education. Comparative Education Review, 56(4), 569-583.

Pritchett, L. (2016). The need for a pivot to learning: New data on adult skills from Indonesia. Retrieved from https://www.riseprogramme.org/node/145

Pritchett, L. (2018). 15 years of education in Indonesia: Rising enrolment and flat learning profiles. Retrieved from http://www.cfee.org.uk/sites/default/files/CfEE_ARD2017-18_Pritchett.pdf

Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.

Richards, J. C. (Ed.) (1998). The scope of second language teacher education. Cambridge, UK: Cambridge University Press.

Rosser, A. (2018). Beyond access: Making Indonesia's education system work. Retrieved from Sydney, Australia: https://www.lowyinstitute.org/sites/default/files/Rosser_Beyond access - Making Indonesia%27s education system work_WEB_2.pdf

Sakhiyya, Z. (2011). Interrogating identity: The International Standard School in Indonesia. Pedagogy, Culture & Society, 19(3), 345-365. doi:10.1080/14681366.2011.607841

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.

Schon, D. A. (1984). The reflective practitioner: How professionals think In action. USA: Basic Books, Inc.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Silander, P. (2015). Phenomenon Based Learning. Retrieved from http://www.phenomenaleducation.info/phenomenon-based-learning.html

Spiller, P. (2017). Could subjects soon be a thing of the past in Finland? BBC News. Retrieved from https://www.bbc.com/news/world-europe-39889523

Syahril, I. (2016). The Indonesian teacher certification policy: A case study of policy sense-making. (PhD Dual-Degree Dissertation), Michigan State University, East Lansing, MI.

University of Eastern Finland. (2017). Learning starts from a phenomenon. Retrieved from https://www.uef.fi/en/web/uef-bulletin/learning

Wahyuni, S. (2016). Curriculum development in Indonesian context: The historical perspectives and the implementation. Universum, 10(1), 73-82.

You, H. S. (2017). Why teach science with an interdisciplinary approach: History, trends and conceptual frameworks. Journal of Education and Learning, 6(4), 66-77.


Refbacks

  • There are currently no refbacks.


Indexed and abstracted in:

    

                

         

          

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License


LLT Journal DOI: https://doi.org/10.24071/llt

p-ISSN: 1410-7201 (since 12 March 1998); e-ISSN: 2579-9533 (since 16 May 2017)

LLT Journal Vol 22, No 1 (current edition), publication date: 10 April 2019

View My Stats

Free counters!

  LLT Journal: A Journal on Language and Language Teaching is published by the English Language Education Study Programme of Teacher Training and Eduation Faculty of Sanata Dharma University, Yogyakarta, Indonesia.