Christine Manara | Atma Jaya Catholic University of Indonesia (original) (raw)
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Papers by Christine Manara
This autoethnographic writing explores the changing phases of the author’s (re)construction of se... more This autoethnographic writing explores the changing phases of the
author’s (re)construction of selves within the English Language Teaching (ELT) profession and industry (along with its labeling games). The paper discusses phases of identity (re)construction in relation to the labeling practice in ELT industry, particularly the “native” and “non-native” labels, and how the author was engaged in dialogue, and struggled in the process of (re)learning her professional realities and identities. In this paper, she presents several reflective accounts of interacting with
and responding to labels that she came across, and/or were attached to her, in her teaching work and life in three different contexts (Indonesia, Australia, and Thailand). The accounts discuss her ways of coping and living with competing TESOL pedagogies, ideologies and realities. This process of (re)learning her professional realities, brought her to new understanding and the re-inventing of her professional self, as she
struggles to move beyond the confinement of labels in the ELT industry.
—This presentation reports English teachers attitudes and opinion based on their encounters and i... more —This presentation reports English teachers attitudes and opinion based on their encounters and interactions with varieties of English and how these experiences informed their new understanding of English communication and its implication to the field of English Language Teaching (ELT). Adopting the qualitative research framework, thirteen English language educators of Indonesian nationalities participated in in-depth interviews with the researcher. The findings from the teachers accounts illuminates a move away from the traditional English Language Teaching paradigm (a purist perspective on language, culture, and identity) to embracing the diversity of Englishes in the world and its various local significance as well as shifting our focus to the teaching of English for intercultural communication (a dynamic perspective of the teaching of language). The implication of the findings is suggesting the teaching of intercultural (communicative) competence in ELT classroom.
English Language Education, 2014
Shows different ways in which a poem can be exploited in the English-as-a-Second/Foreign-Language... more Shows different ways in which a poem can be exploited in the English-as-a-Second/Foreign-Language classroom. (Author/VWL)
This article explores the views of English teachers and teacher educators about English education... more This article explores the views of English teachers and teacher educators about English education as well as the position of Bahasa Indonesia (and local vernaculars) in today"s globalized Indonesia. Eighteen participants were involved in in-depth interviews with the researcher. The participants share common understanding that English provides access to a globalization process, so more and more Indonesians are learning the language. Engaging in this globalization process is a route to equal opportunities to compete internationally. Yet, the participants" narratives also depict (socio-economic, socio-cultural, and pedagogic) tensions with which they continuously have to struggle in their immediate teaching contexts. The participant"s accounts display the complexities of the interconnectedness between the local and the global perspectives on the teaching of English. Their narratives illuminate the urgency of critical evaluation on the current trend towards bilingual pedagogy in their teaching contexts and re-imagination of the roles of English for their learners and English language pedagogy in today"s globalized Indonesia.
This study explored teacher educators' account of how they make meaning of their professional lea... more This study explored teacher educators' account of how they make meaning of their professional learning. The study aimed to understand how they conceptualize their "professionalism" as English language teacher educators, particularly within the context of Indonesia. The research participants were four English language teacher educators of a pre-service teacher education programme. The data were collected using in-depth interviews. In the interviews, the teacher educators were involved in reflexive accounts of their professional work and lives. The narrative data depict how the sense of "struggle" is an important part of the teacher educators' process of learning. Therefore, in this article, I chose to further explore the notion of "struggle" in living with various discourses of professionalism in English Language Teaching (ELT) as brought up by the teacher educators through their teaching narratives. Their narratives display tensions, paradoxes, transformations, and (re)negotiations of beliefs, values and conceptions of teaching-self within overlapping dimensions of their teaching professional landscapes (historical, social, political, and institutional). Their narratives illustrate how their professional learning is closely related to their process of learning and re-learning their identities and the "struggle for voice" in interacting with various discourses of professionalism they encounter in their teaching works and lives.
This paper aims to find out teachers' and students' opinions of the use of the mother tongue in t... more This paper aims to find out teachers' and students' opinions of the use of the mother tongue in the EFL classroom as opposed to the monolingual method which has been adopted in educational institutions in Indonesia. The study also investigated the teachers' and students' decision making of when to use L1 in their teaching and learning activity in the classroom. The findings revealed that the majority of the teachers and students believe that English should be used to the fullest. Nonetheless, much as they desire to maintain the maximum use of English, the mother tongue is still present in their classroom practice in different settings.
The belief of whether to follow the Native Speaker (NS) English speech model has been currently d... more The belief of whether to follow the Native Speaker (NS) English speech model has been currently debated among the scholars. English has achieved the status as an International Language and therefore the needs and goal to achieve NS-like accent has to be re-evaluated. International intelligibility is now being emphasized for international communication. However, such assumption as to learn English is to follow the NS model (usually British and American English) still lives among the educators and learners of English. Therefore, this paper reports a small-scale study in a tertiary level language school which explores learners' language attitude toward several English speech varieties and their preference of which model of pronunciation they would like to learn and the reasons for preferring the model. The learners are asked to listen to four speech varieties of English and then made their judgment. The learners gave their response through questionnaire and interview instrument. The result shows that the majority of the learners prefer a nativised regional English speech variety to be a good model for Indonesian learners, yet the learners still stubbornly believed that it is a NS accent. The findings show that the learners had a more positive attitude towards NS model and experienced an identity crisis which should be the biggest concern and challenge for the EFL teachers in an Indonesian context.
Books by Christine Manara
This autoethnographic writing explores the changing phases of the author’s (re)construction of se... more This autoethnographic writing explores the changing phases of the
author’s (re)construction of selves within the English Language Teaching (ELT) profession and industry (along with its labeling games). The paper discusses phases of identity (re)construction in relation to the labeling practice in ELT industry, particularly the “native” and “non-native” labels, and how the author was engaged in dialogue, and struggled in the process of (re)learning her professional realities and identities. In this paper, she presents several reflective accounts of interacting with
and responding to labels that she came across, and/or were attached to her, in her teaching work and life in three different contexts (Indonesia, Australia, and Thailand). The accounts discuss her ways of coping and living with competing TESOL pedagogies, ideologies and realities. This process of (re)learning her professional realities, brought her to new understanding and the re-inventing of her professional self, as she
struggles to move beyond the confinement of labels in the ELT industry.
—This presentation reports English teachers attitudes and opinion based on their encounters and i... more —This presentation reports English teachers attitudes and opinion based on their encounters and interactions with varieties of English and how these experiences informed their new understanding of English communication and its implication to the field of English Language Teaching (ELT). Adopting the qualitative research framework, thirteen English language educators of Indonesian nationalities participated in in-depth interviews with the researcher. The findings from the teachers accounts illuminates a move away from the traditional English Language Teaching paradigm (a purist perspective on language, culture, and identity) to embracing the diversity of Englishes in the world and its various local significance as well as shifting our focus to the teaching of English for intercultural communication (a dynamic perspective of the teaching of language). The implication of the findings is suggesting the teaching of intercultural (communicative) competence in ELT classroom.
English Language Education, 2014
Shows different ways in which a poem can be exploited in the English-as-a-Second/Foreign-Language... more Shows different ways in which a poem can be exploited in the English-as-a-Second/Foreign-Language classroom. (Author/VWL)
This article explores the views of English teachers and teacher educators about English education... more This article explores the views of English teachers and teacher educators about English education as well as the position of Bahasa Indonesia (and local vernaculars) in today"s globalized Indonesia. Eighteen participants were involved in in-depth interviews with the researcher. The participants share common understanding that English provides access to a globalization process, so more and more Indonesians are learning the language. Engaging in this globalization process is a route to equal opportunities to compete internationally. Yet, the participants" narratives also depict (socio-economic, socio-cultural, and pedagogic) tensions with which they continuously have to struggle in their immediate teaching contexts. The participant"s accounts display the complexities of the interconnectedness between the local and the global perspectives on the teaching of English. Their narratives illuminate the urgency of critical evaluation on the current trend towards bilingual pedagogy in their teaching contexts and re-imagination of the roles of English for their learners and English language pedagogy in today"s globalized Indonesia.
This study explored teacher educators' account of how they make meaning of their professional lea... more This study explored teacher educators' account of how they make meaning of their professional learning. The study aimed to understand how they conceptualize their "professionalism" as English language teacher educators, particularly within the context of Indonesia. The research participants were four English language teacher educators of a pre-service teacher education programme. The data were collected using in-depth interviews. In the interviews, the teacher educators were involved in reflexive accounts of their professional work and lives. The narrative data depict how the sense of "struggle" is an important part of the teacher educators' process of learning. Therefore, in this article, I chose to further explore the notion of "struggle" in living with various discourses of professionalism in English Language Teaching (ELT) as brought up by the teacher educators through their teaching narratives. Their narratives display tensions, paradoxes, transformations, and (re)negotiations of beliefs, values and conceptions of teaching-self within overlapping dimensions of their teaching professional landscapes (historical, social, political, and institutional). Their narratives illustrate how their professional learning is closely related to their process of learning and re-learning their identities and the "struggle for voice" in interacting with various discourses of professionalism they encounter in their teaching works and lives.
This paper aims to find out teachers' and students' opinions of the use of the mother tongue in t... more This paper aims to find out teachers' and students' opinions of the use of the mother tongue in the EFL classroom as opposed to the monolingual method which has been adopted in educational institutions in Indonesia. The study also investigated the teachers' and students' decision making of when to use L1 in their teaching and learning activity in the classroom. The findings revealed that the majority of the teachers and students believe that English should be used to the fullest. Nonetheless, much as they desire to maintain the maximum use of English, the mother tongue is still present in their classroom practice in different settings.
The belief of whether to follow the Native Speaker (NS) English speech model has been currently d... more The belief of whether to follow the Native Speaker (NS) English speech model has been currently debated among the scholars. English has achieved the status as an International Language and therefore the needs and goal to achieve NS-like accent has to be re-evaluated. International intelligibility is now being emphasized for international communication. However, such assumption as to learn English is to follow the NS model (usually British and American English) still lives among the educators and learners of English. Therefore, this paper reports a small-scale study in a tertiary level language school which explores learners' language attitude toward several English speech varieties and their preference of which model of pronunciation they would like to learn and the reasons for preferring the model. The learners are asked to listen to four speech varieties of English and then made their judgment. The learners gave their response through questionnaire and interview instrument. The result shows that the majority of the learners prefer a nativised regional English speech variety to be a good model for Indonesian learners, yet the learners still stubbornly believed that it is a NS accent. The findings show that the learners had a more positive attitude towards NS model and experienced an identity crisis which should be the biggest concern and challenge for the EFL teachers in an Indonesian context.