Conceptualizing Bilingual Education Programs through CLIL and Genre-Based Approach: An Indonesian Context

Yogi Saputra Mahmud

Abstract


The implementation of bilingual education programs in the Indonesian secondary school context has experienced considerable changes in the last decade. In this case, the enactment of the International Standards School (ISS) program that propelled the students to experience bilingual education programs at schools was discontinued by the government in 2015. Consequently, the discontinuation of the ISS program leads to the scarcity of studies in examining the progress and effectiveness of bilingual education programs in Indonesia. At the same time, the phenomenon of private schools that offer bilingual programs has been significantly more popular after the ISS program was abolished. However, there is a lack of established instruction on how to implement bilingual programs in such schools. Therefore, this paper aims to conceptualise the implementation of bilingual education programs through the implementation of Content and Language Integrated Learning (CLIL) and Genre-Based Approach (GBA). Drawing on the relevant literature, this paper examines a new perspective in bilingual education programs by considering the suitability between CLIL and genre theory in the Indonesian secondary school context. Further, this paper also provides a unit of work/syllabus sample that incorporates both CLIL and GBA. Ultimately, future implications in responding to the enactment of bilingual education programs in Indonesia are also discussed.

Keywords


CLIL; Genre-based approach; bilingual education; Indonesia

Full Text:

PDF

References


Amalia, R. N., & Hartono, R. (2013). The integration of genre based approach into scientific approach in When English Rings a Bell to teach recount text. Journal of Chemical Information and Modeling, 53(9), 85–92. https://doi.org/10.1017/CBO9781107415324.004

Bentley, K. (2010). The TKT course: CLIL module. Cambridge University Press.

Cendoya, A. M., & Bin, M. V. Di. (2010). A CLIL experience based on the use of tasks and different genre types. Latin American Journal of Content & Language Integrated Learning, 3(1), 11–17. https://doi.org/doi: 10.5294/laclil.2010.3.1.2

Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562. https://doi.org/10.2167/beb459.0

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.

Dalton-Puffer, Christiane. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092

Derewianka, B., & Jones, P. (2012). Teaching language in context. Oxford University Press.

Dharmaningtias, D. S. (2013). Penghapusan kebijakan Rintisan Sekolah Berstandar Internasional (RSBI). Politica, 4(2), 263–285. http://jurnal.dpr.go.id/index.php/politica

Education Sector Analytical and Capacity Development Partnership. (2013). Evaluation of international standard schools in Indonesia.

Emilia, E. (2011). Pendekatan genre-based dalam pengajaran Bahasa Inggris: Petunjuk untuk guru. Rizqi Press.

Emilia, E., & Hamied, F. A. (2015). Systemic Functional Linguistic Genre Pedagogy (SFL GP) in a tertiary EFL writing context in Indonesia. TEFLIN Journal, 26(2), 155. https://doi.org/10.15639/teflinjournal.v26i2/155-182

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom (2nd ed.). Heinemann.

Harmer, J. (2015). The practice of English language teaching. Pearson Education.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005

Ilham, I., & Aminullah, A. (2014). The implementation of genre based approach in teaching discussion text. Paedagoria, 9(1), 52–65.

Ioannou Georgiou, S. (2012). Reviewing the puzzle of CLIL. ELT Journal, 66(4), 495–504. https://doi.org/10.1093/elt/ccs047

Lasagabaster, D., & Sierra, J. M. (2009). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367–375. https://doi.org/10.1093/elt/ccp082

Llinares, A., & Pena, I. P. (2015). A genre approach to the effect of academic questions on CLIL students’ language production. Language and Education, 29(1), 15–30. https://doi.org/10.1080/09500782.2014.924964

Lo, Y. Y., & Jeong, H. (2018). Impact of genre-based pedagogy on students’ academic literacy development in Content and Language Integrated Learning (CLIL). Linguistics and Education, 47, 36–46. https://doi.org/10.1016/j.linged.2018.08.001

Lorenzo, F. (2013). Genre-based curricula: Multilingual academic literacy in content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 16(3), 375–388. https://doi.org/10.1080/13670050.2013.777391

Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in bilingual and multilingual education. Macmillan.

Morton, T. (2010). Using a genre-based approach to integrating content and language in CLIL: The example of secondary history. In C Dalton-Puffer, N. Tarja, & S. Ute (Eds.), Language use and language learning in CLIL classrooms (pp. 81–104). John Benjamins Publishing Company.

Nurlaelawati, I., & Novianti, N. (2017). The practice of genre-based pedagogy in Indonesian schools: A case of preservice teachers in Bandung, West Java Province. Indonesian Journal of Applied Linguistics, 7(1), 160–166. https://doi.org/10.17509/ijal.v7i1.6869

Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre knowledge and pedagogy in the Sydney school. Equinox.

Rozimela, Y. (2013). Reaching the goal of ELT in Indonesia through understanding the competency and genre-based teaching. Proceedings of National Seminar on English Language Teaching, 49–59.

Standar isi pendidikan dasar dan menengah, (2016).

Yulianti, E. (2017). Genre based approach in teaching writing analytical exposition text. Jurnal Pendidikan Progresif, 7(1), 47–54. https://doi.org/10.23960/jpp.v7.i1.201706

Yuliantoro, D. A. (2016). Rintisan Sekolah Bertaraf Internasional (RSBI) court case and contesting visions of Indonesian national identity. ProQuest.


Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 VELES Voices of English Language Education Society

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

_________________________________________________________________________

Creative Commons License 

Journal VELES is licensed under a Creative Commons Attribution 4.0 International License.

VELES' Visitors