ABSTRACT

This paper reports on a multiple case study into the pedagogic beliefs and practices of Indonesian teachers of English as a foreign language (EFL) regarding the teaching and learning of culture and interculturality in high-school EFL classrooms. Teachers from local general, vocational, and Islamic high-schools participated in the study. Data were analysed qualitatively using thematic analysis. Findings show that despite Indonesia’s hegemonic language and education policies, the teachers displayed agency in addressing the complexities of culture and interculturality, students’ learning needs and exigencies, and contextual constraints. Suggestions are offered to facilitate an interculturally informed EFL pedagogy responsive to Indonesia’s socio-educational milieu.

摘要

本文针对印度尼西亚英语作为外语（EFL）教师在高中EFL教室中的文化和跨文化教学方面的教学信念和实践进行了多案例研究。来自当地普通，职业和伊斯兰高中的老师参加了这项研究。使用主题分析对数据进行定性分析。调查结果表明，尽管印度尼西亚实行霸权语言和教育政策，但教师在解决文化和跨文化复杂性，学生的学习需求和迫切性以及语境限制方面发挥了作用。提供了一些建议，以促进对印度尼西亚的社会教育环境做出反应的跨文化的EFL教学法。