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All Journal FOSTER: Journal of English Language Teaching
Sri Meiti Anggraini Ahaya
Universitas Negeri Gorontalo
Education Languange, Linguistic, Communication & Media

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Deep Learning-Based Local Literature Instruction and Cultural Identity Development in Higher Education: A Literature Review Sri Meiti Anggraini Ahaya; Harto S. Malik
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.332

Abstract

Local literature learning plays an important role in higher education by supporting the preservation of cultural values and the development of students’ cultural identity. When implemented through a deep learning approach, literature education can foster meaningful understanding, critical reflection, and culturally grounded learning experiences. Accordingly, this study aims to examine (1) the contribution of local or regional literature education to students’ cultural identity development in higher education; (2) the pedagogical applications of deep learning approaches in literature and cultural studies; and (3) how the integration of local literature and deep learning enhances students’ cultural awareness and social sensitivity. This study employs a systematic literature review design by analyzing 19 peer-reviewed journal articles published within the last ten years. The findings indicate that local literature functions as a culturally contextualized knowledge system that transmits traditional values and social meanings, thereby strengthening students’ cultural identity and sense of belonging. Deep learning pedagogy encourages higher-order thinking, reflective engagement, and contextual interpretation of literary texts. Furthermore, the integration of local literature and deep learning enhances students’ cultural awareness, empathy, and social sensitivity. In conclusion, integrating local literature learning with deep learning pedagogy offers a culturally responsive approach to literature education in higher education.
Deep Learning-Based Local Literature Instruction and Cultural Identity Development in Higher Education: A Literature Review Sri Meiti Anggraini Ahaya; Harto S. Malik
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.332

Abstract

Local literature learning plays an important role in higher education by supporting the preservation of cultural values and the development of students’ cultural identity. When implemented through a deep learning approach, literature education can foster meaningful understanding, critical reflection, and culturally grounded learning experiences. Accordingly, this study aims to examine (1) the contribution of local or regional literature education to students’ cultural identity development in higher education; (2) the pedagogical applications of deep learning approaches in literature and cultural studies; and (3) how the integration of local literature and deep learning enhances students’ cultural awareness and social sensitivity. This study employs a systematic literature review design by analyzing 19 peer-reviewed journal articles published within the last ten years. The findings indicate that local literature functions as a culturally contextualized knowledge system that transmits traditional values and social meanings, thereby strengthening students’ cultural identity and sense of belonging. Deep learning pedagogy encourages higher-order thinking, reflective engagement, and contextual interpretation of literary texts. Furthermore, the integration of local literature and deep learning enhances students’ cultural awareness, empathy, and social sensitivity. In conclusion, integrating local literature learning with deep learning pedagogy offers a culturally responsive approach to literature education in higher education.
Reproducing Power through Classroom Discourse: A Critical Discourse Analysis of Teacher–Child Interaction in Non-Formal Preschool Education Sri Meiti Anggraini Ahaya; Nonny Basalama
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.346

Abstract

This study investigates teacher–child interaction in non-formal preschool education for children aged 0–4 years using Critical Discourse Analysis (CDA). It addresses a research gap in classroom discourse research, which has predominantly focused on formal education, while non-formal early childhood settings remain underexplored. The study aims to examine how teachers’ language organizes interaction, regulates children’s participation, and reproduces classroom power relations. A qualitative design was employed in a non-formal playgroup in Kecamatan Suwawa, Indonesia. Data were collected from eight classroom observation sessions conducted over four weeks, involving one teacher and fifteen children aged 0–4 years. Each session lasted approximately 60–90 minutes. Classroom interactions were audio-recorded, transcribed, and analyzed using Fairclough’s three-dimensional CDA framework. The findings show that teacher talk is dominated by imperative speech acts (75%), followed by interrogatives (20%) and declaratives (5%). Display questions (70%) are used more frequently than referential questions (30%), indicating that interaction remains largely teacher-directed. From a critical perspective, these patterns normalize teacher authority and limit children’s dialogic participation. The study highlights the persistence of hierarchical interactional structures in non-formal preschool settings and provides insights for promoting more participatory classroom communication.
Co-Authors Harto Malik Nonny Basalama