Stories of Multilingual English Teachers: Negotiating teacher identities in the land of the ‘natives’

Nugrahenny T. Zacharias, Ph.D
Over the last decades, Asian English teachers who studied in the US TESOL programs have increased significantly. Despite this boom, studies addressing how these teachers negotiating their teacher identities are rare. Early studies often analyzed Asian English teachers in terms of their lack of English performance. This book, therefore, provides dynamic views of Asian English teachers and shares their potentials as multilingual English teachers. The data for the book were drawn from 12 Asian English teachers’ narratives drawn from in depth interviews, focus groups and documents. The analysis may inform the kinds of cultural, personal, and educational factors affecting the construction of second language teacher identities. The insights gleaned from the book can extend the conversations among scholars bridging Western and non-Western TESOL, and further research agendas in the area of second language teacher education. The book should be especially useful to professionals working in the area of teacher education in ESL as well as EFL contexts or second language English users who may be considering teaching and learning English in contexts different from their own.

Discourse Analysis made easy

Nugrahenny T. Zacharias
Widya Sari Press ©2006.

Discourse Analysis made easy introduces teachers to ways of exploring different types of discourses outside the classroom context as well as in the classroom. The first three chapters give overviews of common aspects found in discourse. Chapter four until chapter six address aspects found in conversational discourse such as script theory, speech acts and speech events and Grice Maxims. Finally the last four chapters focus on aspects in classroom discourse specifically about classroom discourse patterns, teacher modification techniques and teacher questions.

I have revised the materials based on a one-year try out in my discourse analysis class. It is very interesting how my students became very critical in giving me input as well as indicating the parts that I need to revise. Each chapter includes thought-provoking activities appropriate for whole-class as well as group discussion.

Interactional Modifications in Internet Chatting. A chapter in E-Collaboration: Concepts, Methodologies, Tools, and Applications.

Neny Isharyanti, M.A
Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision- making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment.

Readings in Language Teaching and Research

Prof. Dr. Gusti Astika, M.A.
This book (2007) is a compilation of  articles that have been presented at conferences or published in language teaching journals in Indonesia and abroad and to make them available in a single volume. This compilation has been designed to provide readings to English teachers and students who may wish to further their knowledge on any area discussed in the chapters.


Polyphonic Discourse in Indonesian Conversion Narratives

Joseph Ernest Mambu, S.Pd., M.A.
Affiliation: Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Central Java, Indonesia
Publisher: Widya Sari Press
Place of publication: Salatiga, Central Java, Indonesia
Year of publication:  2009

This book provides an insider’s perspective of the author as a Christian on how Indonesian ex-paranormals and ex-practitioners of black magic interweaved voices of themselves with those of religious texts, leaders, and relatives in their testimonies (in a narrative style) of converting to Christianity. The author’s perspective was illuminated by Mikhail Bakhtin’s notion of polyphony that attempts to address the complexity of voicing through discourse analysis. One interesting example includes an ex-paranormal’s inference that his grandfather, who was a shaman and a non-Christian, was his spiritual inspiration to convert to Jesus as the grandfather told him that once he saw a light, he had to abandon his black magic and follow the light. Interestingly, he claimed to have seen the light after a Christian preacher challenged him to repent (and convert to Jesus), long after his grandfather’s demise. From Bakhtin’s perspective, it is intriguing to see how voicing shapes spiritual beliefs that are often open to such a question as “Did the shaman’s conversion to Christianity, which was framed in his non-Christian grandfather’s voice, ever make sense?” In other words, “Does Jesus ever allow a shaman to inspire a fellow shaman to convert to Christianity?” Such open-endedness, in some other subtle forms, prevails in conversion narratives told by the other six black magic practitioners.

Personalizing Critical Pedagogies in Foreign Language Education

Joseph Ernest Mambu, S.Pd., M.A.
Affiliation: Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Central Java, Indonesia
Publisher: Sanata Dharma University Press
Place of publication: Jogjakarta, Indonesia
Year of publication: 2010

This book is based on a premise that foreign language education, represented primarily by English as a Foreign Language (EFL) education in Indonesia, is a fertile ground on which issues of social injustices are to be addressed, posed, and solved through dialogues (especially between teachers and their students). This principle challenges the typical (English) language teaching that prioritizes superficial grammar or vocabulary learning at worst and acquisition of language competencies in vocational settings at best. Drawing on insights from Paulo Freire, Henry Giroux, Alastair Pennycook, Suresh Canagarajah, Angel Lin, and Ryuko Kubota, among others, the author attempted to personalize the implementation of Critical Pedagogies through (1) involving his students (both in a university and a rural high school setting) in dialogues and (2) analyzing short stories written by respectable Indonesian critical writers like Pramoedya Ananta Toer and Titis Basino. The author also contends that spirituality, often absent in academia, is a significant element to make sense of and do Critical Pedagogies, with English as one of foreign languages to be learned and taught in Indonesia as a medium. The underlying assumption is that not only mind and body but also spirituality makes up the wholeness of humanity – something that Critical Pedagogies also aim at.

Scratches from 304

Author : ED students who took Poetry class in semester II/2010-2011
Editors: Annita & Yessie Chrisdiana
Publisher : Widya sari & FBS Press
Place of publication : Salatiga
Year of publication : 2011

Anthology of poems of various topics made by ED students who took Poetry class in semester II/2010-2011. The topics are gold fish, man and woman, poetry class and confessions.