International Journal of English Language

and Translation Studies

[ISSN: 2308-5460]

Vol-01, Issue-01
[April-June, 2013]

Editor-in-Chief
Mustafa Mubarak Pathan
Department of English Language & Translation Studies
The Faculty of Arts, the University of Sebha
Sebha, Libya

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International Journal of English Language & Translation Studies ISSN: 2308-5460

Table of Contents
Sr. No Paper Title / Author(s) / Country
1
2

5
6

Editorial
Advantages of Using PowerPoint Presentation in EFL Classroom
& the Status of its Use in Sebha Universit y
- Kheira Altaher Musa & Zamzam Emhemmad Mari Al-Dersi ,
Libya
An Invest igat ion of English Language Needs of the First Year PreMedical Students at the Universit y o f Sebha, Libya
- Ergaya Ali Gerair Alsout, Libya
English as a Global Language Pheno menon and the Need of
Cultural Conceptualizat ions Awareness in Indonesian ELT
- Niki Raga Tantri, Indonesia
Gender, Power, Politeness and Wo men in the Arab Society
- Emdelellah Omar Muhammad Farhat, Libya
The Use of Co mputer Techno logy in EFL ClassroomsAdvantages & Implication
- Safia Mujtaba AlSied & Mustafa Mubarak Pathan, Libya
The Use of Short-Stories for Developing Vocabulary of EFL
Learners
- Zamzam Emhemmad Mari Al-Dersi, Libya
Tracing the Journey o f the Use of Co mputer Technology in the
Field of Second and Foreign Language Assessment & Testing
- Omar Mohammad Mahmoud Abukhzam, Libya

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Number
03
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27- 35

36- 43
44- 51

52- 62

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International Journal of English Language & Translation Studies ISSN: 2308-5460

English as a Global Language Phenomenon and the Need of Cultural

Conceptualizations Awareness in Indonesian ELT

Niki Raga Tantri

Graduate Program in English Language Teaching
State Universit y o f Malang, Indonesia
Abstract :
English is used across nat ions result ing in local variet ies o f English throughout the world.
These variet ies convey their cultural conceptualizations in their discourse among group of
communit ies. However, different cultural conceptualizat ions so met imes bring
misinterpretation and misco mmunicat ion to them. In Indonesia, English is taught and learned
as a foreign language. However, the percept ion towards English is that the learning English
means learning western cultures. Looking at English as a global language and its local
increasing varieties across the globe, this article attempts to find out the role of culture in
teaching and learning of EFL and the considerat ion of these for Indonesian English teachers
to teach cultural conceptualizat ions fro m diverse English variet ies. It also aims to offer so me
implicat ions of teaching cultural conceptualizations in ELT classrooms of Indonesia.
Keywords: English as a glo bal language, English as an internat ional language, cultural
conceptualizat ion, mult icultural co mpetence, ELT, socio linguist ics.

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International Journal of English Language & Translation Studies ISSN: 2308-5460

1. Introduction
The concept and the role of cultural awareness while teaching and learning English as a
foreign language has co me under increasing scrutiny. It has also beco me important aspect of
ELT like teaching methods and approaches. It is noticed and widely accepted that teaching
English as a foreign language does not only involve the knowledge o f English structures,
phono logy and idio mat ic expressions, but also features and characteristics o f cultures. In
Indonesia, the aim o f teaching English, as adopted by the government, is to develop
communicat ive co mpetence o f the learners. This implies the close relation between classroom
learning and actual use of English to communicate effectively not only wit h local populat ion
but mainly wit h foreign nationals. This communicat ive co mpetence thus includes
communicat ing not only in lo cal culture but also cross-culturally. While do ing so, one
encounters inevitably wit h factors of cultural differences (Cakir, 2006). These cultura l
differences o ften lead to cross-cultural miscommunicat ions. For example, if an Englis h
language learner, knowing English language but not knowing English culture, when
communicates with nat ive speaker of English, there is a great possibilit y that their
communicat ion would fail. He/she may start talking with a native speaker in informa l
situation and may present the argument in a way that may sound fluent and elegant but ma y
not take the nat ive speakers cultural norms in to account. This may make the nat ive speaker
to consider the EFL learner as clums y since the language that he/she uses may not be
appropriate to native speakers setting. Therefore, the rules and norms regarding local and
nat ive cultures also need to be taught and learned while teaching and learning English.
2. Types of Speakers of English around the Globe
Today, there are three types o f English speaker in the world: 1) Native speakers of
English, 2) Speakers of English as a Second language and 3) Speakers o f English as a foreign
language (Graddo l, 1997). First-language (L1) speakers are those who speak English as their
first language and their dominant culture is mostly western cultures. These nat ive speakers
live in countries such as: United States of America, United Kingdo m, Canada, Australia, New
Zealand etc. The students who learn English in these countries will tend to learn culture also
fro m the nat ive speakers. Learning English in native countries like these has advantage as
learners also get opportunit y to learn the culture also. This learning o f culture is important as
it helps in avoiding misunderstanding between speakers of different cultures (Rodliyah &
Muniroh, 2012).
However, English has been used widely throughout the world. Today the non-nat ive
speakers o f English are more than the nat ive speakers of English. These non-nat ive speakers
are again o f two types. First, the one who speak English as second language and the other
who speak it as a foreign language. English as a second language speakers live in countries
like India, Turkey, France, Germany, Japan, Thailand etc. In these countries English is
spoken as a second language and as a subst itute to the speakers L1. English is also used
widely in these countries in o ffices and administrations as well as in media. Even the higher
education in these countries takes place most ly in English. And as English is used widely, so
we find a lot of speakers o f English as a second language. The third type o f speakers is the
one who speak English as a foreign language. These countries include speakers fro m China,
Arab Countries etc. In these countries, English is not used so widely. Its use is limit ed and it
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International Journal of English Language & Translation Studies ISSN: 2308-5460

has limited speakers as English as a foreign language is used for specific purposes only b y
those who have learned it.
In these two types, English as a second language and English as a foreign language,
teaching and learning of target language culture do not form important place. These are the
local cultures that are taught and learned while teaching and learning o f English. So the
speakers o f English as a second or as a foreign language o ften face the problem o f
communicat ion in target language culture. They often face the problem o f cross-cultural
misco mmunicat ion as they do not understand the norms o f target language culture while
using English. And this shows the need to teach and learn target language culture also while
teaching and learning English as a second or foreign language. Because the use of language is
determined, decided and influenced great ly by the culture. So, knowing only the language is
not enough while developing co mpetence in it. We also need to know the rules and norms o f
use of that language in various contexts and situat ions due to the societ y and culture.
Today the use o f English language is beco ming very widespread. Not only in t he nat ive
countries but also in non-nat ive countries English is used in almost every aspect of life.
Today English is the language of co mmerce, business, law, higher education, media,
administration and more importantly language o f opportunit ies as to secure a god job, English
is made a basic requirement along with other skills. It is not surprising that today English is
considered as a glo bal language. And according to David Crystal (2003), to achieve this
global status, a language must be used in every country and all the societ ies o f that country
and should be spoken and placed in almo st equal way wit h the local languages.
3. Varieties of English around the Globe & Problem of Cross-Cultural Miscommunication
As the English beco mes widespread, the local cultures and languages affect this use o f
English as a second or foreign language. Today, we have various varieties o f English such as:
Singaporean English, Chinese English, Indian English, and African English etc as English
has adapted to the needs of the local populat ion. Such varieties in English do help in making
English as what Sharifian (2009) describes English as an International Language or EIL.
This English as an International Language or EIL does not refer to a particular variety o f
English (Sharifian, 2009). It is used by all people throughout the world characterized wit h
their own cultural characteristics. This pheno mena of English as an International Language is
also creating different cultural conceptualizat ions between two or more variet ies o f Englis h
(Sharifian, 2009; Alptekin, 2010). For example, the word mum in Aboriginal English is
associated wit h aunts, grandmother, and so on. However, the word has different meaning in
American English which means mother. Another case is different cultural
conceptualizat ions in the form of pragmat ics in Iranian culture. Iranian speakers tend to reply
the compliment as others contribut ion merit . So somet imes it appears that he/she
discomforts the speaker giving the co mpliment (Sharifian, 2008). However, it is different
with western culture or Anglo-Australian schema which see co mpliment as individual
merit.
Such differences due to the mixture o f local culture into English are beco ming
problemat ic. Because when the speakers o f English as an International language aim to
communicate with their own verit ies, mixed with their local cultures, they o ften beco me the
vict im of cross-cultural misco mmunicat ions. In such situation, the question arises, if English
is an Internat ional language and if it belongs to all, then should English teachers teach
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International Journal of English Language & Translation Studies ISSN: 2308-5460

4.

5.

English cultural conceptualizat ions fro m diverse English varieties to students or only fro m
English culture. And if we argue that they should teach all the diverse cultural
conceptualizat ions, then, how should teachers teach English learners to accommodate such
cultural conceptualizat ions, especially wit h Indonesian learners of English as a foreign
language. The fo llowing sect ions of the paper will focus on these crucial questions.
English as a Global Language Phenomenon
According to David Crystal (2003) a language becomes glo bal if it is accepted in every
country. According to him, there are two main ways by which a language can beco me a
global language. First, the status of the language, whether it is the first or second language,
should be decided. This implies that the language will be used in all walks of life and in kinds
of communication, including in academic, techno logy, science, media and government
administration. Second, a deliberate attempt should be made to teach that language in
academic inst itutions. This implies that all the communit ies should learn that language. In
short, a language will be called a global language when it achieves the offic ial status and
education priorit y in almo st every nat ion. Wit h all these, that particular language will
eventually be used by more people than any other language (Nga, 2008, P. 261).
However, it is the power of the people that determines the success of achieving the aim
of making a language a glo bal language. This power can be military, po lit ical or econo mic
(Crystal, 2003). Thus, great effort will be done by the people to learn the superior language
which has strong polit ical or even econo mic power background, demands and opportunit ies.
Today English is used as an offic ial language in more than 60 countries. It is the main
language o f books, newspapers, airports and air-traffic controls, international business,
academic conferences, science, technology, medicine, diplo macy, sports, internat iona l
compet it ions, pop-music and advertising etc. (Nga, 2008:262). In other words, English is
used as the main means of co mmunication in many fields, for example science, econo mic,
polit ics and techno logy etc which is making it the language of global co mmunicat ion.
However, as stated earlier, English language learners around the globe are bringing their
own culturally condit ioned pragmatic strategies with them in order to achieve alignment
with their interlocutors (Canagarajah, 2007, P.927). Hence, English as a glo bal language has
adjusted into English as a Lingua Franca (ELF). This Lingua Franca is beco ming everyo nes
property since it does not require one to be nat ive speakers and knowledge of one proper
culture while speaking (Alptekin, 2010, P.101). That is why today, eight y percent of the two
billio n English users are bilingual and the ratio of English non-nat ive speakers toward native
speakers is 3:1. This unbalanced proportion has been invest igated and it is observed the
emergence of various variet ies of non-nat ive Englishes is not because o f the spread of
bilingualism or because of ESL or EFL but it is the impact of English as glo bal language or
English as an internat ional language (Sharifian, 2009; Alptekin, 2010).
The Concept of Cultural Conceptualizations
Humans use language to express and conceptualize experiences in different ways
(Palmer, 1996). The way humans emplo y the language does not merely reflect about what is
being said but the speaker so met imes negotiate with others to express various experiences.
An example o f cultural conceptualizat ion is the expressio n between Aboriginal English and
Australian English toward their land. Aboriginal English says t his land is me, while
Australian will say, this land is mine (Sharifia n, 2008). These two sentences encode two
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International Journal of English Language & Translation Studies ISSN: 2308-5460

different systems of conceptualizat ions based on the association between an individual and
the land. According to Aboriginal people, the land has existed before they were born, so that
the conceptualizat ions are the land owns us. However, it sounds ridiculous to Australian
people. The conceptualizat ion of Australian toward their land is because they adapt the Anglo
conceptualizat ion which refers to individuals possessio n of the land or the other word is
polit ical possession. Such examples show various differences of cultural conceptualizat ions
between two variet ies of English.
The term Cultural Conceptualizations refer to units o f conceptual knowledge such as
schemas, categories, and conceptual metaphors. This conceptual knowledge emerges fro m
the interactions between the members o f cultural group. A schema largely reflects a themat ic
relat ionship between it s co mposing concepts, while categories are developed on the basis o f
class membership. Conceptual metaphors are basically formed by mapping fro m a category,
schema or image schema into another schema (Sharifian, 2009:242). For example, the plant
schema contains the concept of flower. The category then includes rose, dahlia, and so
on. This schema, concept and category are mapped and established into another schema. In
the expressio n, they have given him plenty to eat for African English, eat ing is the
conceptualizat ion o f po lit ical leadership (Polzenhagen& Wo lf in Sharifian, 2009). Thus,
learning L2 may also invo lve learning numerous knowledge of new cultura l
conceptualizat ion. That is why second language classrooms exhibit and teach wit h varying
degrees of explic itness aspect of cultural and epistemo logical assumpt ions that often differ
fro m those of the second language learners native culture(s) (Watson-Gegeo, 2004:341).
Therefore, for people, who are not native speakers of English, learning English may be less
demanding. However, when it is co mpared to the case o f Indonesian learners, it is observed
that Indonesia is an expanding circle country. It is also noted that the cultural
conceptualizat ions inside the L2 classroom also share different concepts since both of the m
have different concerns in learning the target language. Therefore the following sect ion o f the
paper will focus on this concept of cultural awareness in ELT classrooms in Indonesia.
6. Cultural Conceptualization and ELT Classrooms in Indonesia: Issues and Challenges
6.1 Perceptions of schools towards teaching English
Teaching o f English language in Indonesia encounters many problems in so me schools.
Many schools are reluctant to accept English culture while teaching English in the school
where as so me do have posit ive attitudes towards the need and necessit y o f teaching and
learning of English language and they have adopted it in their educat ion system. However,
many schools have negat ive attitude towards English as they assume that English brings wit h
it the western culture which sometimes goes against Indonesian culture. In addit ion, the
current governments po licies also reflect the belief that foreign language will contribute to
diminish the sense o f nat ionalit y (Sukarno, 2012; Sudartini, 2012). It is believed that English
as a foreign language can cause harm to Indonesian cultures and that is why, the Ministry of
Education in Indonesia decided to make English as mere a supplementary subject in
elementary schools.
6.2 Common Problems faced by Indonesian English language teachers
However, teaching of English in Indonesia is considered crucial and needs to be
implemented in the ELT classrooms. The ELT teachers assume that there are no boundaries
between Indonesian culture and foreign cultures when teachers teach English to their students
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International Journal of English Language & Translation Studies ISSN: 2308-5460

(Sudartini, 2012). The term foreign culture is used to refer to the western cultures in this
article which English language has brought with it . While teaching English, ELT teachers opt
to use various materials such as: songs, mo vies, short-stories, and so on in the classroom to
make students better understand and learn the language. The aim behind using such materia l
is often to provide native or near-nat ive environment so that the students have precise
examples of pronunciat ion, grammar, and especially learning English in an authentic context.
But, most of the of the Indonesian English teachers fail in their attempt to adjust such
materials in ELT classrooms and the cultural biases towards these materials as well as
cultural biases reflected towards Indonesian cultures in these materials.
In addit ion to this, the problem o f over-loaded curriculum object ives which make the m
mere to fulfill t he object ives o f the teaching and learning goals also contribute to the problem
of teaching and learning English in Indonesia. Another problem is that the teachers are
required to focus on preparing students pass and get success in the nat ional examinat ions
(Lie, 2007). Therefore, the required attention to the crit ical analys is toward the materials
conveyed in the classroom seems neglected. Adding to this was the decision o f the Ministry
of Education in Indonesia to mit igate the English teaching and learning in elementary
schools. The status of English in elementary schools was changed to just as a supplementary
subject, not the required subject. Also the Ministry o f Educat ion assumes that the Indonesian
young generat ion is abandoning Indonesian cultures as the western cultures is bo mbarded in
this country in many aspects, especially through media (televisio n, movie, songs) and
advert isement (Afifah, 2012). All these contribute to the overall negat ive attitudes towards
English language teaching and learning and problems faced while teaching and learning it.
6.3 English language teaching and pesantrens
Alo ng wit h these above ment ioned problems are the concerns and percept ions of
pesantrens towards teaching of English language. Pesantrens are the oldest Islamic
inst itutions in Indonesia which have beco me the strongest Islamic inst itutions and the centers
for Islamic propagation and for Islamic development in Indonesia (Fahrudin, 2012:2). The
educational system o f pesantrens fro m kindergarten level unt il senior highs school level have
been acknowledged by Ministry of Educat ion in Indonesia. However, the reasons to just ify
the appropriateness o f teaching English are different. There are three dilemmat ic reasons that
are somet imes hardly received by pesantren inst itutions. First, the English teaching ideo logy
is as a matter of inner circle perspect ives. Second is the ideology o f teaching foreign cultures
to pesantrens students and third one is the transcultural flows, internat ional co mmunications
against pesantrens values. All o f these reasons are believed to be difficult situat ion to
English teachers in pesantrens. They also disturb the nature of teaching English
methodology and the pesantrens values until now.
All these make to conclude that the current status of English is as an enemy in
Indonesia. However, all educat ional inst itutions in Indonesia acknowledge that English is
important for students future, especially for getting jo b or building co mmunication toward
foreign co mmunit ies. Therefore various agreements are presented for adopting English
without its culture in Indonesia. The co mmo nly proposed solut ion is about how to diminish
the English cultures by alleviat ing students exposure to English as early as possible. Though
this so lut ion goes against the principle of second language acquisit io n/learning, it is the
pheno menon now being faced by Indonesian teachers and educators.
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7. A perspective on Teaching Cultural Conceptualizations in Indonesian ELT Classrooms
In the age where English language is dominating almo st every aspect of life, the need o f
teaching and learning it is felt and exercised. However, the local culture and the western
culture seem to be at the crossroads and this conflict of cultures appears to be the main hurdle
in teaching and learning it in t he Indonesian context. In this regard, this sect ion o f the paper
offers the researchers perspect ive on how many of the prevailing problems faced by the
Indonesian ELT teachers can be overcome. It also discusses various implicat ions of this for
teaching and learning English in Indonesian context.
First, it is important to change the percept ion of English teachers in Indonesia about the
status of English language in Indonesia. English is an internat ional and global language. So it
does not matter whether any country teaches it as a second language or a foreign language.
Even the governments po licies towards it need not be of any concerns for the ELT teachers
while teaching English in Indonesia. Also while teaching English, ELT teachers in Indonesia
need not only focus on Brit ish or American Englis h but should also familiarize their students
with various varieties o f English so that when their students travel abroad to different
countries, they do not become the vict im o f cross-cultural misco mmunicat ion.
Second, as there exist various variet ies o f English, ELT teachers in Indonesia should give
an idea o f these varieties alo ng with the knowledge of local cultures in those variet ies and the
norms o f use o f English in that variet y. As it is accepted that English is a global language,
then the culture taught in the ELT classroom should not be only the western culture but also
various cultures around the globe where English is taught as a second language. Thus, there is
a need to change the exist ing percept ions o f Indonesian ELT teachers that teaching Englis h
means teaching only the western culture. There should also be an attempt to impart the
feeling o f respect among the students as English that they have learned may so metimes be
different with other countries. So, when they travel abroad or communicate with foreign
speakers, they do not feel superior or inferior to their English abilit ies.
Third, since there are many varieties o f English in the world, the teaching of
communicat ion strategies for speaking skills is crucial. Knowledge of co mmunicat ion
strategies is part icularly important for early L2 learners who want and need to participate in
speaking activit ies because they allow talking to continue in a situat ion when it might
otherwise cease (Saville-Troike, 2006:168). Communicat ion strategies can be in the form o f
topic avo idance, approximat ion, word coinage, circumlocut ion, literal translat ion, language
switch, appeal for assistance and mime (Tarone, 1977). Communicat ion strategies can help
learners in building negotiat ion of meaning in particular situat ions and contexts without
setting aside the cultures brought in the discourse (McKay, 2009).
The last, the English course books, prescribed in the Indonesian classrooms should be
such that help highlight and develop mult icultural co mpetence o f the students. Since
Indonesian learners will learn a lot of varieties in English, it implies that the teacher will
teach them mult icultural competence. Thus, the materials should reflect on the English as a
lingua franca (ELF) pragmat ics including the recognit io n of the existence o f ELF varieties in
assorted social contexts (Alptekin, 2010:105). Also, the addit ional global issue themes should
also be valuable aspect in the English course books for Indonesian students. This
consideration is important because it will contribute to an understanding of global cit izenship
among the Indonesian English language learners and may encourage open-mindedness and
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tolerance o f cultural diversit y. In addit io n, the source of materials and media should not
always refer to the inner country speakers. Even though it is not a must for every meet ing,
teachers can give the students English learning sources from outer or expanding countries
with different dialects and cultures, e.g. providing videos fro m Chinese learners o f English or
listening an Indian English lecturer.
Wit h these perspect ives, learning English language will be a tool for communicat ion with
foreign speakers from diverse social and cultural contexts. Thus, teachers should not be
concerned about the loss of students nationality or ideo logy. In addit io n, the cultura l
conceptualizat ions fro m various English variet ies, communicat ion strategies and global issues
should be highlighted in Indonesian English course books. These topics will give the
knowledge not only o f the glo bal condit ions but will also guarantee teaching the students
efficient and effective communicat ion in broader internat ional settings.
8. Conclusion
The impact of English as a glo bal language has created many varieties o f English in the
world. Even though these variet ies are the varieties of English, they have different cultural
conceptualizat ions amo ng other communit ies. Therefore, it is important for English teachers
in Indonesia to teach cultural awareness of diverse communit ies and build this awareness
among their students. Given the appropriate way o f materials and teaching techniques,
Indonesian students will not only gain the knowledge of glo bal condit io ns but also know and
implement efficient and effect ive co mmunicat ion in broader internat ional settings. Wit h
regards to the way the English teachers in Indonesia acco mmodate with different cultural
conceptualizat ions, the teacher can begin with the select ion of the course books or media for
the students fro m various variet ies o f English around the globe. The course books or the
media should at least cover English as a lingua franca (ELF) pragmat ics including the
recognit ion o f the existence o f ELF variet ies in assorted social contexts, global issues, and
communicat ion strategies to the students. It is necessary because Indonesian students will
take part in understanding glo bal cit izenship which needs open-mindedness and tolerance of
cultural diversit y in future.
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