Infraestructura

This book has provided a description of three different cases where current theories and practices of teaching English have been used in different contexts to help students to learn English, especially writing in English. These theories are to do with critical thinking, critical literacy, critical pedagogy, systemic functional linguistics, whole language philosophy, especially the process aproach, and second or foreign language teaching. This book has shown that classroom practices described in the previous chapters are in many ways effective to help students achieve better results in their learning, especially learning to write in both native and foreign language contexts of English. This can be seen from the way students achieved greater success in learning to write and in becoming independent writers and learners.

This book obviously has been able to present only a summary and small part of the range of research findings in the various areas discussed and interested readers will be pointed to the references given if they want to find out more. Also there are a lot of areas that have not been touched upon, particulalry the teaching of other language skills, such as listening and reading and teaching students from different social backgrounds and ethnic groups.

It has been shown thoughout the book that the contemporary teaching of English from primary up to tertiary levels, in both native language contexts, such as Australia and foreign language contexts, like Indonesia, has been informed by a number of different theories related to teaching and learning English in the modern world. The teaching of English has been impacted by the development of both the teaching profession and lingusic studies, including those in applied and educational linguistics.

In the light of the research results and theories that have informed classroom practices described in this book, it is proposed to conclude with some recommendations regarding policy contexts, and future research for the Indonesian context.

5.2 Policy contexts

There are several matters that deserve attention in the development of programs for the teaching of English in Indonesia in the future. Globalisation and the increasing imperative for Indonesia to have effective speakers of English for trade and international communication require that our schools and universities provide excellent English programs of a kind produced using genre based pedagogy. Moreover, in the Reform Era, it is essential that critical skills of the kind that are developed using critical thinking and critical pedagogy should become part of the curriculum. In view of these matters, it is suggested here that a number of important issues and recommendations should be borne in mind by policy makers. All the issues regarding policy can be considered in terms of three contexts: Preservice teacher education; In service teacher education; and policy in schools.

5.2.1 Policy in Preservice Teacher Education

Preservice English Teacher Education programs should:

 Provide student teachers with a strong theoretical framework and practical skills for teaching English. This will include developing programs for good qualification and for strong competencies in English and the teaching of English.

 Include an important component devoted to critical thinking, critical theory, critical pedagogy and critical literacy.

 Provide programs in functional grammar using systemic functional linguistic theory and genre-based pedagogy.

 Apply good and well articulated assessment principles that can lead to certification, requiring students: to create and maintain major portfolios of work devoted to English teaching, where they write reflective essays about teaching English, expressed in good English; achieve satisfactory completion of the teaching practicum, demonstrating practical ways to apply the theories they have been taught; and reveal a thorough knowledge of theories and skills in conducting research through the writing of a thesis.

 Retrain lecturers, many of whom are not familiar with modern theories and research methods.

5.2.2 Policy in Inservice Techer Education

Policy in Inservice teacher education should:

 Encourage teachers to upgrade their skills and knowledge, by providing better access to courses, exams, and oportunities for further development.

 Provide enhanced funding and scholarships for teachers to pursue further studies  Develop more partnerships between national bodies and teacher-training institutes to

promote shared expertise and research.

 Apply fairer and more accountable portfolio assessments for teachers.

5.2.3 Policy in schools

Schools should make efforts to:  Reduce the class sizes;

 Provide good resources including a range of print materials and other resources for English learning and immersing students in a print-rich learning environment;

 Establish a library where students can find information or materials they need for their writing and reading;

 Adopt innovative teaching practices through the use of multimedia, film and videos, CDROMs and computers;

 Improve the physical arrangementS in schools e.g. seating arrangements should be adjusted to enable students to work in groups, and to communicate easily with each other in the classroom.

5.3. Future research

With respect to future research, several foci of research can be identified.

First of all, further research in different areas that have been described throughout the book should be conducted to confirm the findings revealed in our studies. Regarding the implementation of the SFL GBA, further research should be focused on the following matters:

 The implementation of the SFL GBA in teaching other genres that are considered to be more difficult, such as argumentative or explanation genre, both at secondary and tertiary levels. This is to test such matters as whether students are able to write persuasive and convincing argumentative texts, what research they have to do, how much time they need to produce a neat and successful argumentative text, and whether the students‟ critical thinking development can more clearly be seen in writing different genres.

 The implementation of the SFL GBA at the university level in different contexts, including in different departements to check the values and challenges of implementing the approach in EFL tertiary contexts.

 An investigation of the extent to which SFL GBA can help students develop other language skills, especially listening and speaking, and at what stage of the approach these two language skills might be most successfully developed.

Moreover, regarding critical thinking and critical literacy, future research should address the following:

 What aspects of critical thinking should be developed at different levels of education?  What questions, as suggested by the theory of critical literacy, should be used in reading and writing to foster their critical thinking and reading at the different ages and stages of schooling?

In conducting action reserach, further research might involve:

 Exploration of teachers‟ own and their colleagues‟ professional knowledge, and their views about engaging with the views of parents and other adults.

 Investigation of the teaching of other language skills, especially listening and reading.  Examination of what materials are most appropriate to promote students‟ ability in

reading and listening.

 Consideration of what questions for different levels of education should be asked to promote students‟ critical thinking and critical literacy.

 Conducting observations to investigate whether students should use the laboratory or just practise listening in the classroom using a tape recorder to enhance their listening skillS.

 Investigation of the authenticity of materials for teaching listening and reading (Hadley, 2001), because, as Hadley suggests, it is not easy to determine whether materials used are really authentic, and if they are authentic, it is sometimes hard to determine whether they suit the students‟ need.

 Research into the teaching of English in the content areas, such as Science and Mathematics, especially in some parts of Indonesia, where the establishment of international standard classes has occurred, requiring that all subjects be taught in English.

 Consideration of the benefits of adopting a synthesis of the process approach and the SFL GBA in classrooms, where this would include such matters as what basic concepts and thoughts of each approach can be made complementary in order to create a complete and comprehensive strategy for teaching English as a foreign language in Indonesia.

Finally, with the development of technology and the avalilability of computers in some schools, further research should be conducted to find out how the technology can be used in implmenting the theories that inform the classroom practices presented in this book, to help create a better teaching learning process and better results in students‟ learning. A lot of research has reported the benefits of the use of computers (Swaffar, 1998; Slatin, 1998; Chambers, Conacher., & Littlemore, 2004). Further research should attempt to find out whether the use of computers can confirm the findings of research as reported by Swaffar (1998:3), who suggested that computers can:

 foster students‟ cognitive development and promote increasingly sophisticated expressions in students‟ writing;

 reduce “teacher talk”, resulting in greater participation among students;

 provide immediate feedback in the teaching of writing, without the delays inherent in written feedback in the traditional classrooms.

5.3 Summary

This, then is what the book ultimately expects to accomplish. It is hoped that by reading the different classroom contexts and of the theories and practices adopted in each of them, readers will become better informed teachers themselves, and willing to undertake further research in their own classroom. The teaching learning process is a complex task and activity, and therefore teachers should be flexible and responsive to the conditions of the classroom, and their students.

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