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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Studies in English Language and Education
Muhammad Aminullah Hakiki
University of New South Wales

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Is Learning English at an Earlier Age Better for Indonesians? Muhammad Aminullah Hakiki; Laely Hidayati
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 1 (2017): July 2017
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i1.570

Abstract

In Indonesia, there exist many native languages which therefore position English as a foreign language following Bahasa Indonesia as the L2. This leads to the development of simultaneous bilinguals. However, there have been some contradictory opinions on whether learning English at an early age is effective as it can inhibit a child’s L1 and L2 development. This may lead to the phenomenon of subtractive bilingualism resulting in a major dilemma for the government and parents. However, this notion can be debated through the critical period hypothesis. This paper presents a literature review on the age factor of learning English and its implication in Indonesia.
Translanguaging spaces as language policy in Indonesian higher education ELT Muhammad Aminullah Hakiki; Rosalin Ismayoeng Gusdian
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1659

Abstract

In multilingual English Language Teaching (ELT) classes, language policies play a crucial role in shaping classroom practices and influencing both teacher autonomy and the creation of translanguaging spaces where multiple languages can be used as learning resources. This study investigated how the lack of language policy shaped translanguaging spaces in Indonesian ELT classrooms. It also examined how teachers and faculty members with structural positions perceived the role of translanguaging in ELT. This study used a qualitative approach, drawing on semi-structured interviews with six teachers and five faculty members with structural positions. The data were examined using thematic analysis, uncovering key themes and patterns that provided a deeper understanding of the issue from multiple perspectives. The findings revealed that the absence of a formal language policy led to teacher-driven language practices, thereby enabling translanguaging to emerge as a flexible pedagogical tool. However, this autonomy led to inconsistencies in language instruction across classrooms. While many teachers recognized the benefits of translanguaging for student engagement and comprehension, they also faced challenges in balancing multilingual practices with expectations for English proficiency. The study highlights the need for universities to develop structured yet adaptable guidelines that acknowledge the advantages of translanguaging while ensuring coherence in teaching approaches. Future research should further explore student perspectives to better understand how language policy shapes learning experiences, equal opportunities, and academic success.
Co-Authors Laely Hidayati Rosalin Ismayoeng Gusdian