Language Policy in Practice: Reframing the English Language Curriculum in the Indonesian Secondary Education Sector

  • Handoyo Puji WidodoEmail author
Part of the Language Policy book series (LAPO, volume 11)


English language curriculum development in a culturally and linguistically diverse setting is always a site of struggle. Particularly in Indonesia, there has been a dramatic change in English language curricula in the secondary education sector during the past decade. This change has much been driven by the ideological and political agenda instead of pedagogical benefits of interested stakeholders (e.g., students, teachers, and parents). This is evidenced by the fact that the current curriculum, The 2013 ELT Curriculum, does not detail key elements, such as curriculum materials, pedagogy, and assessment from relevant theories of language, language learning, and language teaching. Though there is much literature on English language curricula in Indonesia, it does not specifically highlight key principles of reframing English language curricula in the Indonesian secondary education sector from a critical situated perspective (Tollefson, Language Policy, 14, 183–189, 2015). To fill this gap, the present chapter attempts to provide directions for reframing the current curriculum and to give fresh insight into the design of English language curricula, which takes into account agencies of teachers and students as well as socio-cultural environments. These directions are also applicable to other ELT contexts in Asia or the context where the status of English is a foreign language or an additional language.


Critical situated perspective English language curricula Indonesian secondary education Language policy in practice 


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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Politeknik Negeri JemberJemberIndonesia

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