Important but not desired: students’ perception towards English(es) in multilingual settings

ABSTRACT

This article investigates students’ perceptions towards English(es), English(es) they desire, and (in)justice in English language teaching (ELT) practices in Indonesian multilingual contexts. Data from semi-structured interviews with five students majoring Arabic Language and Literature at an Islamic university in East Java, Indonesia, were analysed using native speakerism and linguistic imperialism frameworks. The university requires all students to enrol in English for Specific Purposes and Intensive English courses that are worth six credits and to obtain a particular TOEFL score before undergraduate thesis examination. The findings demonstrate that native English maintains its superiority, gains positive association, and is desired to offer chances for international participation such as working in international/multinational companies or studying overseas. Students’ teaching/learning activities are dictated under a native English regime. However, limited understanding and lack of awareness of World Englishes or English as lingua franca concepts have contributed to the construction of such ELT as fair practice.

KEYWORDS:

• English language teaching
• English as a lingua franca
• linguistic imperialism
• multilingual learners
• native speakerism

Disclosure statement

No potential conflict of interest was reported by the author.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.