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Thematische Bibliographien / Language policy Indonesia

Auswahl der wissenschaftlichen Literatur zum Thema „Language policy Indonesia“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 28. Januar 2023

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Inhaltsverzeichnis

Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Zeitschriftenartikel zum Thema "Language policy Indonesia":

1

Rahmi, Rahmi. „THE DEVELOPMENT OF LANGUAGE POLICY IN INDONESIA“. Englisia Journal 3, Nr. 1 (21.09.2016): 9. http://dx.doi.org/10.22373/ej.v3i1.622.

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Indonesia has successfully implemented language policy by choosing Malay language as its national language which enables to unite ethnics from a variety of vernaculars’ background. However, Indonesia is not considered successful enough in preserving indigenous languages and promoting English as a crucial international language. In comparison with Indonesia, Malaysia and the Philippines faced some challenges when applying a language of majority as national language. Yet, both countries have more focuses to develop English in domestic level for global purposes. There are some sociolinguistic challenges for Indonesian policy makers in terms of local, national and international languages.

2

Saputra, Eko, und Andri Saputra. „A New Language Policy for Indonesia“. Linguists : Journal Of Linguistics and Language Teaching 6, Nr. 1 (13.07.2020): 18. http://dx.doi.org/10.29300/ling.v6i1.2969.

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Indonesia is the house of multicultural ethnic groups with more than 700 individual vernacular languages. This diversity puts Indonesia into both strategic and a vulnerable condition. It is strategic because the culture-rich Indonesia can commodify the diversity for the benefits of the people, however, it is also vulnerable as it can pose serious threats to the existence of the nation. For several decades, Indonesia has given attention to the language policy. Yet, the implementation still needs appropriate modification for the improvement. Objective of the paper: This paper is written on the purpose of giving a new form of language policy to be implemented in Indonesia. Theoretical Framework: A scheme of language policy is proposed for educational setting in Indonesia. Justification: Some arguments are also provided to provide a strong justification for the necessity of implementation of the policy. Conclusion: 1. It is imperative to have a language policy that can promote unity and prevent any potential separatism, provide a sense of belonging to the nations and ethnic culture in terms of nationalism, and open access to knowledge enhancement and the global world. 2. It is also important to have qualified and committing teachers to the implementation of language policy. If both points are present, the benefits of language policy can obviously be obtained.

3

Hamka, Nurhadi. „Language Policy and Planning: Diglossia in Indonesia“. Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton 8, Nr. 2 (05.04.2022): 295–301. http://dx.doi.org/10.35326/pencerah.v8i2.1948.

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Language policy is strongly connected with language planning, and that one cannot be discussed without included the other. This article will mainly discuss language policy and planning in Indonesia, especially the diglossic situation. The discussion is departed at a wider definition of language policy and planning. After that, I directly discuss the dynamics of local languages in Indonesia regarding the language policy and planning. The third, the discussion is about diglossia and diglossia-leakage that occurred in Indonesia. Afterward, in the fourth section, it talks about the domination and subordination of language. And, finally some research recommendation regarding language domination and subordination

4

Sudaryanto, Sudaryanto, Soeparno Soeparno und Lilis Ferawati. „Politics of Language in Indonesia (1975-2015): Study of History and Language Policy“. AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, Nr. 1 (09.09.2019): 129–39. http://dx.doi.org/10.21009/aksis.030113.

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Indonesia has a political concept of language that is always updated in a certain period of time. The concept was born from a scientific meeting entitled “Seminar Politik Bahasa Nasional” (1975), “Seminar Politik Bahasa” (1999) and finally, “Seminar Politik Bahasa” (2015). Each scientific meeting produces a concept of language politics that is complementary and updates the previous concept. Furthermore, the concept of language politics is closely related to the implementation of a language policy in Indonesia. The research method used is content analysis. The data sources used are books, document archives, and photographs that record language political events over a period of 40 years. The results of this study indicate that (1) the concept of national language politics in the version of the Seminar Politik Bahasa Nasional (1975) focuses more on aspects of Indonesian, regional languages, and foreign languages; the political concept of the national language version of the Seminar Politik Bahasa (1999) focuses more on aspects of Indonesian language and literature, regional language and literature, and foreign languages, and the national language politics version of the Seminar Politik Bahasa (2015) emphasizes improving the function of Indonesian language into an international language; and (2) the political concept of national language 1975 and 1999 language politics became the elaboration of Pasal 36 UUD 1945 and the 2015 political concept of language became the elaboration of UU No. 24 Tahun 2009 and PP No. 57 Tahun 2014.

5

Sewell, Yvonne. „Linguistic pragmatism, lingua francae, and language death in Indonesia“. Journal of Language Teaching 2, Nr. 11 (30.10.2022): 15–19. http://dx.doi.org/10.54475/jlt.2022.015.

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Indonesia holds incredible linguistic diversity with up to 750 distinct languages. According to the Indonesian Language Association (ILA), 728 native languages are spoken in Indonesia, whereas Kompas cites 720, Ethnologue (2005) lists 743, and LIPI reports 749. In 2016, UNESCO indicated that 139 native Indonesian languages were threatened with extinction, which makes up for almost 17% of their languages. In Indonesia, due to ideals of nationalism and to an extent, modernisation, Bahasa Indonesia poses the biggest threat to indigenous languages. After defining some key terms and giving an overview of Indonesia’s language policy, three Indonesian linguistic landscapes will be described through a lens of linguistic imperialism, followed by recommendations for the preservation and revitalisation of regional indigenous heritage languages (RIHLs).

6

Simanjuntak, Risa R. „Bahasa Indonesia: Policy, Implementation, and Planning“. Lingua Cultura 3, Nr. 1 (30.05.2009): 11. http://dx.doi.org/10.21512/lc.v3i1.327.

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Language policy or language planning is still in the surge for familiarity and importance. However, this paper argues that in the case of Bahasa Indonesia current implementations should be evaluated based on its relevance and future plan. The historical perspectives will reveal the roots of the current policy and therefore make foundations for further discussions. From the study of literature, this paper is arguing that new paradigm for nationalism, roles in the global competition, as well as regional languages as competitive advantage could be well adopted to nurture a more inclusive and progressive Bahasa Indonesia.

7

Sukarno, Sukarno. „HAKIKAT BAHASA, NASIONALISME, DAN JATIDIRI BANGSA DALAM KEBIJAKAN PENDIDIKAN BAHASA“. EDUKASI 19, Nr. 1 (08.07.2021): 8. http://dx.doi.org/10.33387/j.edu.v19i1.3199.

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Indonesia as a large archipelagic country causes Indonesia to have the largest number of regional languages in the world. Each region has its own regional language, so for the purposes of communication that unites the nation, a unified language is needed, Indonesian. Meanwhile, for the purposes of international relations, foreign languages, especially English, are vital. Thus, languages in Indonesia are categorized into regional languages, national languages, and foreign languages. As a means of communication, the language used reflects the function and character of the speaker. This paper discusses the nature of language, nationalism, national identity in language education policy.

8

CHU, MAI NGOC, und PHAN THI NGOC LE. „Language Policy Strategies of Malaysia, Singapore and Indonesia“. Journal of Indian and Asian Studies 01, Nr. 02 (Juli 2020): 2050009. http://dx.doi.org/10.1142/s2717541320500096.

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This paper emphasizes language policy strategies of Malaysia, Singapore and Indonesia. These three countries are the three highly successful Southeast Asian countries in language policy. This success, in our opinion, is due to the fact that the governments of these countries have had very clear and methodical strategies on language policy. To gain findings, this study combines the use of multiple research methods at the same time such as theoretical synthesis, analyzing and describing, comparing and contrasting, deductive and inductive scientific thinking, quantitative statistical methods. The results show that the language policy strategies of the above governments focus on five main contents namely proper recognition of national language context, determining and developing national languages, overcoming ethnic conflicts, aiming at international integration, socio-economic development of the country, implementing language policies appropriate to each historical period and overcoming limitations in the policy enforcement process.

9

Macalister, John. „Language policies, language planning and linguistic landscapes in Timor-Leste“. Language Problems and Language Planning 36, Nr. 1 (22.05.2012): 25–45. http://dx.doi.org/10.1075/lplp.36.1.02mac.

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Timor-Leste is a nation where three exogenous languages (Portuguese, Bahasa Indonesia, English) and one of many endogenous languages (Tetun) compete to be heard in public spaces. The constitution names both Tetun and Portuguese as co-official languages, and English and Bahasa Indonesia as working languages in the civil service; but official and de facto language policy are not necessarily the same. One mechanism that can mediate between ideology and practice, both as a way of imposing and of resisting official policy, is language in the public space. This paper demonstrates the insights that examining language in the public space can provide on language policy debates. It reports on the investigation of a linguistic landscape in Dili, the capital of Timor-Leste, and finds considerable difference between official language policy and language practices.

10

Hadiati, Chusni, Eni Nur Aeni und Rizki Februansyah. „The Use of English in Housing Names in Banyumas Regency: A Review of Language Policy in Indonesia“. Jurnal Lingua Idea 12, Nr. 1 (30.06.2021): 98. http://dx.doi.org/10.20884/1.jli.2021.12.1.4173.

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Language policy in Indonesia have not completely indicated the dignity of Bahasa Indonesia as the national language of Indonesia. One reason why this phenomenon takes place is the lack of socialization of Bahasa Indonesia in public space. The use of English in Indonesian housing names indicates the violation to the position of Bahasa Indonesia as the national language. Despite the issue of Law No. 24/ 2009, the lack of socialization influences the use of English in Indonesian housing names. By using descriptive qualitative research and interview, this article enlightens the use of English in housing names related to the language policy. Analysis was done by identifying the policy released by the local government, developers’ consideration in creating a housing name and buyers’ consideration in choosing a house. This result shows that the use of English in Indonesian housing names are caused by the lack of socialization of the language policy. It suggests that the collaboration among the government, stakeholders and society is essential in preserving the language policy.

Mehr Quellen

Dissertationen zum Thema "Language policy Indonesia":

1

Putra, Kristian Adi. „Youth, Technology and Indigenous Language Revitalization in Indonesia“. Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932510.

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The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can “bring their language forward” (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. However, the study also documented multiple existing and potential resources for language revitalization, and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students’ Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I triangulated quantitative data from sociolinguistic surveys and writing and speaking tests with qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three studies show how positioning youth and young adults as a resource (Wyman, et. al, 2016), and building on young peoples’ engagement with contemporary technology as a tool (Thorne & Reinhardt, 2008; Reinhardt & Thorne, 2017), can help youth learn, use and advocate for their Indigenous languages, offering hope for supporting language vitality in the future. Findings also demonstrate the potential for top down and bottom up language planning initiatives (Hornberger, 2005) to support youth Indigenous language learning and use beyond classroom settings, and encourage youth participation in community efforts to reverse language shift.

2

Liando, Nihta V. F. „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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3

Fitriyah, Siti. „Experiencing policy change and reversal : Indonesian teachers and the language of instruction“. Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/experiencing-policy-change-and-reversal-indonesian-teachers-and-the-language-of-instruction(3bc847fd-2494-4e7c-b6df-8495fbfc4ecd).html.

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As set in the Indonesian context of changing policies regarding the language of instruction in a particular stream of public schools, known as the International Standard Schools (ISSs), the study reported in this thesis explored the experiences of Science and Mathematics teachers regarding the introduction, implementation, and reversal of the use of English as the medium of instruction (EMI). Through this study, I aimed to develop insights with regard to teachers' experiences of educational language policy change and reversal. A qualitative, narrative-based approach to the study was adopted. I sought to attend to the meanings that seven Science and Mathematics teachers attributed - through their narration with me - to their experiences of the language of instruction policy change and reversal. A broader context for their meaning-making narratives was gained from the narrativised experiences of one curriculum leader and one teacher trainer. The narrations took place in the participants' preferred language of Bahasa Indonesia with a mixture of some vernacular languages, and, having restoried their narrations into reader friendly texts in the original language(s), I then analysed them from holistic and categorical content perspectives. Next, as informed by this analysis and my reflexively-surfaced understandings of this context, I explored the influences that may have shaped the teachers' experiences. This study identified main patterns in the teacher experiences of change, namely: i) a willingness to embrace change - struggle - fulfilment - disappointment; ii) a willingness to embrace change - excitement - fulfilment - disappointment; and iii) a resistance to change- struggle - fulfilment - relief. There were both internal and external shaping influences on these patterns. Such internal influences include teachers': i) language confidence; ii) perceptions of EMI, and iii) stage of career. These internal influences may have shaped teachers' willingness either to make the most of their involvement in the programme or to simply be part of the programme without many expectations. Possible external shaping influences include: i) societal perceptions of EMI; ii) support from school and government; iii) opportunities to interact with other teachers; and iv) support from colleagues. These external influences seemed to have created an environment which either facilitated or hindered the teachers' performance as EMI teachers and their continuing development for and through the EMI programme. My study also identified three stages of experiences of reversal, i.e.: Stage One - turbulence, intense-emotions, and feelings of nostalgia; Stage Two - readjustments; and Stage Three - acceptance and adaptation. The teachers who responded negatively towards the reversal tended to experience all the three stages. Meanwile, those who were relieved by the reversal directly moved to Stage Three: acceptance and adaptation, without experiencing Stage One and Stage Two. My study has implications for how educational language policy change and reversal may be addressed in countries with a complex linguistic landscape, e.g. Indonesia. It also offers some suggestions for policy makers and teacher educators regarding teachers' experiences and needs when potentially reversing existing or introducing a new educational language policy.

4

Magrath, Priscilla Anne. „Moral Landscapes of Health Governance in West Java, Indonesia“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612836.

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The democratic decentralization of government administration in Indonesia from 1999 represents the most dramatic shift in governance in that country for decades. In this dissertation I explore how health managers in one kabupaten (regency) are responding to the new political environment. Kabupaten health managers experience decentralization as incomplete, pointing to the tendency of central government to retain control of certain health programs and budgets. At the same time they face competing demands for autonomy from puskesmas (health center) heads. Building on Scott's (1985) idea of a "moral economy" I delve beneath the political tensions of competing autonomies to describe a moral landscape of underlying beliefs about how government ought to behave in the health sector. Through this analysis certain failures and contradictions in the decentralization process emerge, complicating the literature that presents decentralization as a move in the direction of "good governance" (Mitchell and Bossert 2010, Rondinelli and Cheema 2007, Manor 1999). Decentralization brings to the fore the internal divisions within government, yet health workers present a united front in their engagements with the public. Under increasing pressure to achieve global public health goals such as the Millennium Development Goals, health managers engage in multiple translations in converting global health discourses into national and local health policies and in framing these policies in ways that are comprehensible and compelling to the general public. Using the lens of a "cultural theory of state" (Corrigan and Sayer 1985) I describe how health professionals and volunteers draw on local cultural forms in order to render global frameworks compatible with local moralities. I introduce the term "moral pluralism" to describe how individual health workers interrelate several moral frameworks in their health promotion work, including Islam, evidence based medicine and right to health. My conclusion is that kabupaten health managers are engaging in two balancing acts. The first is between decentralization and (re)centralization and deals with the proper way to manage health programming. The second is between global health discourses and local cultural forms and concerns the most effective way to convey public health messages in order to bring about behavior change in line with national and global public health goals. This is the first anthropological study of how government officials at different levels negotiate the process of health decentralization in the face of increasing international pressure to achieve global public health goals.

5

Wirza, Yanty. „Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.

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6

Suwarno, Bambang. „Indonesian language policy and the views of language teachers in Yogyakarta: Implications for action“. Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/119.

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This study critically examined Indonesian language policy and planning (ILPP) together with the views of Javanese language teachers of the impact of ILPP on heritage languages and the implications for policy review. It was found that ILPP might not be effective to stem language shift or be congruent with the Indonesian Constitution. Models were conceived for policy revision, one from the teachers’ views while another from language policy theory and Indian language policy.

7

Zentz, Lauren Renée. „Global Language Identities and Ideologies in an Indonesian University Context“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/232471.

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This ethnographic study of language use and English language learners in Central Java, Indonesia examines globalization processes within and beyond language; processes of language shift and change in language ecologies; and critical and comprehensive approaches to the teaching of English around the world. From my position as teacher-researcher and insider-outsider in an undergraduate English Department and the community surrounding the university, I engaged in reflections with students and educators in examining local language ecologies; needs for and access to English language resources; and how English majors negotiated "double positionalities" as both members of a global community of English speakers and experts in local meaning systems within which English forms played a role. In order to understand English, language ecologies, and globalization in situ, I triangulated these findings with language and education policy creation and negotiation at micro-, meso- and macro- levels, (Blommaert, 2005; Hornberger & Hult, 2010; McCarty, 2011; Pennycook, 2001, 2010).Globalization is found to be part and parcel of the distribution of English around the world; however, English's presence around the world is understood to be just one manifestation of contemporary globalization. More salient are the internationalization of standards, global corporate and media flows of information, and access to educational and information resources. These are all regulated by the state which, while working to maintain an Indonesian identity, relegates local languages to peripheries in space and time, and regulates access to all language resources, creating an upward spiral of peripheralization wherein the levels of proficiency in local, national, and English languages represent access gained to state-provided educational resources.

8

Zein, Mochamad Subhan. „Language Teacher Education for Primary School English Teachers in Indonesia: Policy Recommendations“. Phd thesis, 2012. http://hdl.handle.net/1885/9981.

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This study examines the needs of teachers of English at primary level in terms of knowledge and skills; the delivery of teacher education at pre- and in-service levels and the design of learning-teaching options; and the interplay of these aspects for the creation of policy recommendations on teacher education for primary school English teachers. Data were generated from teachers, teacher educators, members of educational board, school principals, and educational consultants using semi-structured interviews and classroom observations. The data were analyzed using grounded theory based on classification of initial codes and identification of sub-categories as generated from constant comparisons between data presented in NViVo9 and meticulous readings of interview transcriptions. The first major finding of the study is that teachers’ needs and profile are inextricably linked. Teachers’ specific needs are influenced by factors such as pedagogy preparation, length of experience, and multilingual skill, which all must form comprehensive needs analysis prior to designing teacher education programs at both pre-service and in-service levels. The second major finding shows that pre-service education has not been adequate to prepare student teachers to teach English at primary level due to the lack of specificity and practical components, the fact that teacher educators have no expertise in EYL (English for Young Learners), and the lack of provision of English and other knowledge relevant to English in PGSD (Primary School Teacher Education). The third major finding reveals in-service education has not been adequate to prepare teachers to teach English at primary level due to a limited number of quality teacher educators; poor management in terms of planning, evaluation, and transparency in participant selection; impractical orientation; as well as discrimination against teachers with non-civil servant status. The fourth major finding highlights a shift towards the constructivist paradigm in language teacher education that has placed a greater role on student teachers to be responsible with their own professional development. This is apparent in the incorporation of technologies, the employment of innovative teacher education that flexibly combines learning-teaching options to generate critical discussion and empower reflection, and the creation of opportunities for student teachers to exercise their pedagogical practices and acclimatize to teaching environment. The study argues that various policy reforms that are intended to prepare teachers with the demands of their vocation are groundless without specific policy measures. At pre-service level, the policy measures include the establishment of Concentration on EYL (English for Young Learners), Certification in EYL, and the provision of English skills for prospective primary school teachers in PGSD. At in-service level, policy directives also ought to specify the flourishing role of teachers groups (Kelompok Kerja Guru/KKG) to help sustain the professional development of teachers at the local level. A bottom up approach in teacher education policymaking has been suggested as necessary and culminates in the proposal to establish the Consortium in Primary School English Teaching.

9

Liando, Nihta V. F. (Vera Frelly). „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia“. 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Bibliography: leaves 211-227. This thesis addresses the implications of language policy for foreign language teaching practice. It specifically looks at the implementation of language policy on the practice of teaching English in Indonesian and Thai primary schools as well as on the practice of teaching Indonesian in Australian primary schools.

10

Jafar, Muhammad Basri. „An ecological approach to researching biliteracy development of Indonesian bilingual children in Australian social contexts“. Thesis, 2010. https://vuir.vu.edu.au/15989/.

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This dissertation reports a study of how literacy in English language impacts on the process and experience of acquiring literacy in an Indonesian language within an ecological approach to language development in the three intersecting of Australian social context: schools, homes, and community. The philosophical base of this study is the concept of language ecology utilising Honberger‟s proposal „the continua of biliteracy (1989, 2002, 2003 & 2004) and Cummins‟ hypothesis of simultaneously bilingual child learning both languages (1984a, 1996). As no longitudinal study of biliteracy development in English and Indonesian has been conducted to date, this particular research is the first investigation of this process and provides an opportunity, specifically, to explore individual differences related to relative timing of biliteracy acquisition as well as age, personality, gender and experiences. Not only does this study provide insights that can challenge current educational policy in Indonesia, which discourages childhood bilingualism in the formal educational system, but also provide invaluable understandings of the learning processes in biliteracy for classroom teachers, parents and community members.

Bücher zum Thema "Language policy Indonesia":

1

Constantino, Pamela C. Pagpaplanong pangwika tungo sa modernisasyon: Karanasan ng Malaysia, Indonesia at Pilipinas. [Quezon City, Philippines]: Sentro ng Wikang Filipino, Unibersidad ng Pilipinas-Sistema, 1991.

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2

Kongres, Bahasa Indonesia (7th 1998 Jakarta Indonesia). Bahasa Indonesia dalam era globalisasi: Pemantapan peran bahasa sebagai sarana pembangunan bangsa : risalah Kongres Bahasa Indonesia VII. Jakarta: Pusat Pembinaan dan Pengembangan Bahasa, Departemen Pendidikan Nasional, 2000.

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3

Groeneboer, Kees. Gateway to the West: The Dutch language in colonial Indonesia, 1600-1950 : a history of language policy. Amsterdam [Netherlands]: Amsterdam University Press, 1998.

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4

Masyarakat Linguistik Indonesia. Konferensi Nasional. Bahasa-bahasa daerah Sulawesi dalam konteks bahasa nasional: Prosiding Konferensi dan Seminar Nasional ke-5 Masyarakat Linguistik Indonesia. [Ujung Pandang, Sulawesi Selatan]: Proyek Kerjasama UNHAS-SIL, 1990.

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5

Zahari, Musril. Menjunjung bahasa persatuan: Sebuah kumpulan karangan. Jakarta: Gria Media Prima, 2011.

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6

Masyarakat Linguistik Indonesia. Kongres Internasional. Peran bahasa ibu dan bahasa nasional dalam pengembangan potensi penutur bahasa. Jakarta: Masyarakat Linguistik Indonesia, 2014.

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7

Alwi, Hasan. Butir-butir perencanaan bahasa: Kumpulan makalah Dr. Hasan Alwi. Jakarta: Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan, 2011.

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8

Errington, James Joseph. Language and social change in Java: Linguistic reflexes of modernization in a traditional royal polity. Athens, Ohio: Ohio University, Center for International Studies, 1985.

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9

Simbolon, Parakitri Tahi. Pesona bahasa Nusantara menjelang abad ke-21. Jakarta: Pusat Penelitian dan Pengembangan Kemasyarakatan dan Kebudayaan (PMB)-LIPI, KPG (Kepustakaan Populer Gramedia), dan the Ford Foundation, 1999.

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10

Massier, Ab. The voice of the law in transition: Indonesian jurists and their languages, 1915-2000. Leiden: KITLV Press, 2008.

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Buchteile zum Thema "Language policy Indonesia":

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Kaplan, Robert B., und Richard B. Baldauf. „Language Planning in Indonesia“. In Language Policy, 83–102. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0145-7_6.

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Zein, Subhan. „Language-in-education policy“. In Language Policy in Superdiverse Indonesia, 165–205. New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429019739-6.

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Kohler, Michelle. „Language education policy in Indonesia“. In The Routledge International Handbook of Language Education Policy in Asia, 286–97. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315666235-20.

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Zein, Subhan. „Linguistic ecology and language policy“. In Language Policy in Superdiverse Indonesia, 27–63. New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429019739-2.

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Zein, Subhan. „Introduction to language policy in superdiverse Indonesia“. In Language Policy in Superdiverse Indonesia, 1–26. New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429019739-1.

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Zein, Subhan. „Status planning“. In Language Policy in Superdiverse Indonesia, 64–96. New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429019739-3.

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Zein, Subhan. „Corpus planning“. In Language Policy in Superdiverse Indonesia, 97–127. New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429019739-4.

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Zein, Subhan. „Revitalisation planning“. In Language Policy in Superdiverse Indonesia, 128–64. New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429019739-5.

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Zein, Subhan. „Conclusion“. In Language Policy in Superdiverse Indonesia, 206–14. New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429019739-7.

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Arfiandhani, Puput, und Subhan Zein. „Utilizing SLA Findings to Inform Language-in-education Policy: The Case of Early English Instruction in Indonesia“. In Language Policy, 81–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75963-0_5.

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Konferenzberichte zum Thema "Language policy Indonesia":

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Wirza, Yanty. „Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.

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Language policy and planning in Indonesia have been geared toward strengthening the national language Bahasa Indonesia and the preserving of hundreds of ethnic languages to strengthen its citizens’ linguistic identity in the mid of the pervasive English influences especially to the young generations. The study examines perceptions regarding the competitive nature of Bahasa Indonesia, ethnic languages, and English in contemporary multilingual Indonesia. Utilizing text analysis from two social media Facebook and Whatsapp users who were highly experienced and qualified language teachers and lecturers, the study revealed that the posts demonstrated discussions over language policy issues regarding Bahasa Indonesia and the preservation of ethnic language as well as the concerns over the need for greater access and exposure of English that had been limited due to recent government policies. The users seemed highly cognizant of the importance of strengthening and preserving the national and ethnic languages, but were disappointed by the lack of consistency in the implementation of these. The users were also captivated by the purchasing power English has to offer for their students. The users perceived that the government’s decision to reduce English instructional hours in the curriculum were highly politically charged and counterproductive to the nation’s advancement.

2

Fahmi, Royan Nur, Muawal Panji Handoko und Kurniawan. „BIPA (Bahasa Indonesia bagi Penutur Asing/Indonesian as a Foreign Language) Policy as the Implementation of National Language Politics“. In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.053.

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Fajriah, Yustik, Anne S und Lucky Nurjamin. „How is English Language Policy Translated to Classroom Practice? (A Case Study in an Indonesia Primary School)“. In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286089.

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Wuryanti, Sri. „INDONESIAN LANGUAGE NATIONAL EXAMINATION RESULTS FOR HIGH SCHOOL DEAF CHILDREN“. In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.225.

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Rosmaladewi, Rosmaladewi, und Amirullah Abduh. „Implementational Spaces of Language Policy in Indonesian Higher Education“. In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.41.

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Harahap, Sarah Geltri, Cicylia Candi und Adang Bachtiar. „Acceptance and Barrier in Using Telemedicine Health Services of Hospitals among Paediatric Outpatients: A Systematic Review“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.31.

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ABSTRACT Background: Utilization of the telemedicine application is an alternative option for paediatric health services without a direct visit to hospitals, especially in pandemic or disease outbreak conditions. The important telemedicine services, especially for paediatric patients, need to be tackled by stakeholders and hospital management teams. This study aimed to investigate the acceptance and barrier in using telemedicine health services of hospitals among paediatric outpatients. Subjects and Method: A systematic review was conducted by searching from ScienceDirect and Scopus databases. The keywords were “telemedicine OR patient paediatric”. The inclusion criteria were open accessed and English-language articles published between 2019 to 2020. The data were reported by PRISMA flow chart. Results: Nine articles met the inclusion criteria. Feasibility and the easiness to use of the application, cost-effectiveness, less travel time, easy access to medicine, and effective health services were the optimal services received by paediatric outpatients in using telemedicine. The limitations of telemedicine services were lack of physical and diagnostic examinations, information for socio-demographic and socioeconomic status, patient insurance coverage, direct care services, and privacy and confidentiality of patients. Conclusion: Not all the conditions of paediatric outpatients receive optimal health services through telemedicine. An innovative approach is needed to improve telemedicine’s available health services, especially for paediatric outpatients who need direct health care without visiting the hospitals. Keywords: telemedicine, paediatric outpatients, health services Correspondence: Sarah Geltri Harahap. Master Program of Policy and Health Administration, Faculty of Public Health, University of Indonesia. Email: sarah.geltri@ui.ac.id. Mobile: +6281375985375. DOI: https://doi.org/10.26911/the7thicph.04.31

7

Tae, Lidwina Felisima, Zulmi Ramdani, Galih Albara Shidiq, Silmi Amrullah und Bagus Hary Prakoso. „THE ADAPTATION OF LANGUAGE AND CULTURE FOR SCIENCE TEACHING EFFICACY BELIEF INSTRUMENT (STEBI) IN INDONESIAN CONTEXT“. In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.203.

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Kurniati, Erisa, Muhammad Zaim, Jufrizal und Jufri. „Policy and Implementation of English Learning for Elementary Schools in Indonesia“. In Proceedings of the Tenth International Conference on Languages and Arts (ICLA 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211129.016.

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Dewi, Anggia Utami, und Lia Maulia Indrayani. „Assessing English Medium Instruction Policy in Internationalization of Indonesian Higher Education - Possibility and Reality“. In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007168804410445.

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Fajriah, Yustika Nur. „A Review of English Language Policy and Its Implication to Indonesian Education Sector: Primary school level“. In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.125.

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Berichte der Organisationen zum Thema "Language policy Indonesia":

1

Yilmaz, Ihsan, Raja M. Ali Saleem, Mahmoud Pargoo, Syaza Shukri, Idznursham Ismail und Kainat Shakil. Religious Populism, Cyberspace and Digital Authoritarianism in Asia: India, Indonesia, Malaysia, Pakistan, and Turkey. European Center for Populism Studies, Januar 2022. http://dx.doi.org/10.55271/5jchdy.

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Turkey, Pakistan, India, Malaysia, and Indonesia span one of the longest continuously inhabited regions of the world. Centuries of cultural infusion have ensured these societies are highly heterogeneous. As plural polities, they are ripe for the kind of freedoms that liberal democracy can guarantee. However, despite having multi-party electoral systems, these countries have recently moved toward populist authoritarianism. Populism —once considered a distinctively Latin American problem that only seldom reared its head in other parts of the world— has now found a home in almost every corner of the planet. Moreover, it has latched on to religion, which, as history reminds us, has an unparalleled power to mobilize crowds. This report explores the unique nexus between faith and populism in our era and offers an insight into how cyberspace and offline politics have become highly intertwined to create a hyper-reality in which socio-political events are taking place. The report focuses, in particular, on the role of religious populism in digital space as a catalyst for undemocratic politics in the five Asian countries we have selected as our case studies. The focus on the West Asian and South Asian cases is an opportunity to examine authoritarian religious populists in power, whereas the East Asian countries showcase powerful authoritarian religious populist forces outside parliament. This report compares internet governance in each of these countries under three categories: obstacles to access, limits on content, and violations of user rights. These are the digital toolkits that authorities use to govern digital space. Our case selection and research focus have allowed us to undertake a comparative analysis of different types of online restrictions in these countries that constrain space foropposition and democratic voices while simultaneously making room for authoritarian religious populist narratives to arise and flourish. The report finds that surveillance, censorship, disinformation campaigns, internet shutdowns, and cyber-attacks—along with targeted arrests and violence spreading from digital space—are common features of digital authoritarianism. In each case, it is also found that religious populist forces co-opt political actors in their control of cyberspace. The situational analysis from five countries indicates that religion’s role in digital authoritarianism is quite evident, adding to the layer of nationalism. Most of the leaders in power use religious justifications for curbs on the internet. Religious leaders support these laws as a means to restrict “moral ills” such as blasphemy, pornography, and the like. This evident “religious populism” seems to be a major driver of policy changes that are limiting civil liberties in the name of “the people.” In the end, the reasons for restricting digital space are not purely religious but draw on religious themes with populist language in a mixed and hybrid fashion. Some common themes found in all the case studies shed light on the role of digital space in shaping politics and society offline and vice versa. The key findings of our survey are as follows: The future of (especially) fragile democracies is highly intertwined with digital space. There is an undeniable nexus between faith and populism which offers an insight into how cyberspace and politics offline have become highly intertwined. Religion and politics have merged in these five countries to shape cyber governance. The cyber governance policies of populist rulers mirror their undemocratic, repressive, populist, and authoritarian policies offline. As a result, populist authoritarianism in the non-digital world has increasingly come to colonize cyberspace, and events online are more and more playing a role in shaping politics offline. “Morality” is a common theme used to justify the need for increasingly draconian digital laws and the active monopolization of cyberspace by government actors. Islamist and Hindutva trolls feel an unprecedented sense of cyber empowerment, hurling abuse without physically seeing the consequences or experiencing the emotional and psychological damage inflicted on their victims.

2

Yilmaz, Ihsan, Raja M. Ali Saleem, Mahmoud Pargoo, Syaza Shukri, Idznursham Ismail und Kainat Shakil. Religious Populism, Cyberspace and Digital Authoritarianism in Asia: India, Indonesia, Malaysia, Pakistan, and Turkey. European Center for Populism Studies (ECPS), Januar 2022. http://dx.doi.org/10.55271/rp0001.

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Turkey, Pakistan, India, Malaysia, and Indonesia span one of the longest continuously inhabited regions of the world. Centuries of cultural infusion have ensured these societies are highly heterogeneous. As plural polities, they are ripe for the kind of freedoms that liberal democracy can guarantee. However, despite having multi-party electoral systems, these countries have recently moved toward populist authoritarianism. Populism —once considered a distinctively Latin American problem that only seldom reared its head in other parts of the world— has now found a home in almost every corner of the planet. Moreover, it has latched on to religion, which, as history reminds us, has an unparalleled power to mobilize crowds. This report explores the unique nexus between faith and populism in our era and offers an insight into how cyberspace and offline politics have become highly intertwined to create a hyper-reality in which socio-political events are taking place. The report focuses, in particular, on the role of religious populism in digital space as a catalyst for undemocratic politics in the five Asian countries we have selected as our case studies. The focus on the West Asian and South Asian cases is an opportunity to examine authoritarian religious populists in power, whereas the East Asian countries showcase powerful authoritarian religious populist forces outside parliament. This report compares internet governance in each of these countries under three categories: obstacles to access, limits on content, and violations of user rights. These are the digital toolkits that authorities use to govern digital space. Our case selection and research focus have allowed us to undertake a comparative analysis of different types of online restrictions in these countries that constrain space foropposition and democratic voices while simultaneously making room for authoritarian religious populist narratives to arise and flourish. The report finds that surveillance, censorship, disinformation campaigns, internet shutdowns, and cyber-attacks—along with targeted arrests and violence spreading from digital space—are common features of digital authoritarianism. In each case, it is also found that religious populist forces co-opt political actors in their control of cyberspace. The situational analysis from five countries indicates that religion’s role in digital authoritarianism is quite evident, adding to the layer of nationalism. Most of the leaders in power use religious justifications for curbs on the internet. Religious leaders support these laws as a means to restrict “moral ills” such as blasphemy, pornography, and the like. This evident “religious populism” seems to be a major driver of policy changes that are limiting civil liberties in the name of “the people.” In the end, the reasons for restricting digital space are not purely religious but draw on religious themes with populist language in a mixed and hybrid fashion. Some common themes found in all the case studies shed light on the role of digital space in shaping politics and society offline and vice versa. The key findings of our survey are as follows: The future of (especially) fragile democracies is highly intertwined with digital space. There is an undeniable nexus between faith and populism which offers an insight into how cyberspace and politics offline have become highly intertwined. Religion and politics have merged in these five countries to shape cyber governance. The cyber governance policies of populist rulers mirror their undemocratic, repressive, populist, and authoritarian policies offline. As a result, populist authoritarianism in the non-digital world has increasingly come to colonize cyberspace, and events online are more and more playing a role in shaping politics offline. “Morality” is a common theme used to justify the need for increasingly draconian digital laws and the active monopolization of cyberspace by government actors. Islamist and Hindutva trolls feel an unprecedented sense of cyber empowerment, hurling abuse without physically seeing the consequences or experiencing the emotional and psychological damage inflicted on their victims.