Raising Critical Language Awareness through Language Teaching: The Indonesian Context

The goal of this work is to provide an alternative language education paradigm that will help students acquire critical language awareness. In Indonesian society, the dominance of numerous public discourses that do not enlighten the people continues. After 32 years of “eating” Soeharto’s New Order regime’s dominating discourse, Indonesians are still confronted with a plethora of non-enlightening opinions provided by mass media editors, gender activists, political elites, advertising makers, and religious leaders. People are becoming increasingly bewildered and frustrated by their inability to understand numerous public debates. There are no rights or obligations in terms of developing and interpreting public conversation. Consumers suffer disproportionately in many forms of public communication. This is a problem that should be addressed in education, particularly in language teaching. Critical thinking skills should be taught to students at an early age so that they are aware of the use of language that appears “innocent” but actually repressive. Regrettably, the creator of Indonesian language training has not appropriately addressed the conditions (ILT). ILT in the curriculum was implemented using a communicative method in 1984, 1994, 2006, and 2013 with the goal of improving students’ communication skills through four language skills: listening, speaking, reading, and writing. The ILT is still unable to generate students or citizens who have a critical understanding of language, which is necessary for the formation of a civic society. The finer features of language use in communication, such as efficacy, civility, ideology, and power, are no longer important to students. A paradigm shift in language instruction, as well as the emphasis of critical viewpoints in the formulation of language curriculum, are essential to accomplish freedom. It is ideal for a country that has been colonised by other countries for a long time, such as Indonesia. The Frankfurt school of sociology, systemic functional linguistics, critical linguistics, and critical discourse studies all contributed to the spirit of this freedom. From the beginning, the learner should be exposed to and naturalised in the role and function of language as a semiotic instrument in forming human civilization.

Author(S) Details

Anang Santoso
Faculty of Letter, Universitas Negeri Malang, Indonesia.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5671

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