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All Journal Wiralodra English Journal (WEJ) Jurnal DISPROTEK Jurnal Impresi Indonesia International Journal of Science and Society (IJSOC) International Journal Artificial Intelligent and Informatics Journal International Inspire Education Technology (JIIET) Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Pratama, Rendy Bagus
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Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Social Sciences Other

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Journal : Wiralodra English Journal (WEJ)

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LINGUISTIC RACISM IN INDONESIAN CLASROOM CONTEXT: HOW STANDARD ENGLISH MARGINALIZES DIVERSE VOICES Stevani, Margaret; Sinabutar, Gus Leonardo; Pratama, Rendy Bagus; Widoyo, Heru; Saragi, Alexander Adrian
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.460

Abstract

This study investigated linguistic racism in Indonesian EFL classrooms, where Standard English dominated and marginalized regional linguistic identities. Employing Critical Race Theory, raciolinguistics, and postcolonial applied linguistics, it analyzed observations, interviews, and discourse from three junior high schools in Medan. Findings revealed that regional accents and non-standard grammar were policed, corrected, and ridiculed, fostering internalized hierarchies that equated fluency with whiteness and global prestige. English-only policies and Anglo-American curricular content further silenced diverse voices, perpetuating colonial language gatekeeping. Emotional harm, identity suppression, and peer surveillance exacerbated students’ withdrawal and conformity pressures. Nevertheless, students resisted through translanguaging, code-switching, parody, and peer support, asserting hybrid identities and challenging hegemonic norms. The study called for pedagogical reforms embracing culturally responsive and inclusive approaches that validated multilingualism, dismantled linguistic hierarchies, and promoted equitable English learning. This shift was vital to transform classrooms from sites of exclusion to spaces where diverse linguistic identities were empowered.
Co-Authors Dwi Nurma Heitasari Ema Utami Ferry Wahyu Wibowo Ibnu Lukman Pratama Kushariyadi Kushariyadi Margaret Stevani Nano Koes Ardhiyanto Pradana, Muhammad Arya Rizky Prastiwi, Karina Ramadani Putri, Citra Berliana Rahmadian, Rafli Ranu Saragi, Alexander Adrian Sinabutar, Gus Leonardo Sono, Sono Widoyo, Heru Yunanik Yunanik, Yunanik