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Achmad Fawaid
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INDONESIA
Indonesian Journal of Linguistics and Educational Studies
Published by CV Narasi Khatulistiwa Indonesia
ISSN : -     EISSN : 31633668     DOI : -
Core Subject :
Indonesian Journal of Linguistics and Educational Studies is a double blind peer-reviewed scholarly journal that publishes original research articles and critical studies at the intersection of linguistics, language education, and educational practices. This journal is published quarterly as a platform for the dissemination of theoretical, empirical, and interdisciplinary findings that explore how language functions as a central component in teaching, learning, curriculum development, and educational policy. It addresses a broad range of topics, including but not limited to applied linguistics in education, language teaching and learning, discourse and interaction in classroom settings, curriculum and assessment in language education, literacy studies, multilingual and intercultural education, language policy in education, and language-centered approaches to educational development in formal and informal learning contexts.
Arjuna Subject : -
Articles 12 Documents
 1   2 
Teachers between authority and automation: professional agency and pedagogical decision-making in AI-mediated language education Shahzadi Hina Sain
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 2 (2026): Generative AI, multilingual learning, and classroom divide in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i2.935

Abstract

Background: AI-mediated language education has intensified debates about whether teachers remain authoritative pedagogical agents or become procedural supervisors of automated instructional systems. Objective: This study examines how teacher authority, professional agency, and pedagogical decision-making are represented in public documents on artificial intelligence in education and language learning. Method: Using qualitative corpus-assisted document analysis, this study analysed 18 public documents published between 2022 and 2026 through pedagogical decision episodes related to planning, feedback, assessment, language support, ethical governance, and curriculum implementation. Results: Findings indicate that teacher authority is not directly displaced by AI but redistributed through ethical oversight, human judgement, and AI literacy. Professional agency emerges as an institutional and ethical condition, shaped by policy frameworks, accountability expectations, professional learning, and teachers’ capacity to evaluate or reject AI-generated output. Implication: Language-pedagogical alignment remains uneven, with stronger attention to writing support, feedback, translation, and implementation than to pragmatic appropriateness, cultural meaning, learner identity, and inclusive multilingual practice. Novelty: This study contributes a decision-centred framework for understanding AI-mediated language education as a professional negotiation space where automation must be governed through context-sensitive teacher judgement.
The algorithmic classroom divide: language, infrastructure, and unequal access to generative AI in urban and rural Indonesian schools Matsaini
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 2 (2026): Generative AI, multilingual learning, and classroom divide in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i2.936

Abstract

Background: Generative AI is entering Indonesian schooling amid uneven infrastructure, multilingual classroom realities, and differentiated teacher readiness across urban, rural, and remote educational settings. Objective: This study aims to examine how infrastructure, language, and pedagogical governance shape unequal access to generative AI in Indonesian schools. Method: Using a qualitative documentary and corpus-assisted discourse design, this study analyzed 24 public and verifiable items from policy documents, statistical reports, academic literature, intergovernmental guidance, and contextual digital-access sources published between 2023 and 2026. Results: Findings show that infrastructural access is framed primarily through territorial inequality, with urban–rural and remote-school readiness dominating coded evidence. Findings also indicate that linguistic access is concentrated in formal Bahasa Indonesia policy discourse, while multilingual and translanguaging dimensions receive limited explicit attention. Implication: Findings further reveal that governance, safeguards, and child protection are more visible than teacher training, curriculum enactment, and classroom-level mediation. Novelty: This study introduces the algorithmic classroom divide as a conceptual lens for understanding generative AI inequality as a convergence of material access, linguistic usability, and pedagogically governed participation.

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