Search results

Internationalization strategies that have been issued for a decade affect non-Anglophone higher education institutions (HEIs) in the clash of importance in preserving national language or using international languages. One of the observable objects of this dilemma is the inconsistent language display of universities’ public signages as a linguistic landscape (LL). To address these issues, the presence of language policy is urgent unless the preservation of the national language is no longer the responsibility of HEIs. However, rigorous discussion about language policy in non-Anglophone HEIs remains limited. This study aims to address the gap by providing a critical analysis of the existing language policy documents in an Indonesian higher education institution that has a multilingual environment and its effect on the LL.

This case study used document analysis and LL analysis. The setting was an Islamic university in Indonesia that represents the trial importance of building religious identity, preserving the national language and engaging with international demands. The data were collected from National Law Enforcement websites, which provided various national policy documents and the institutional documents that were retrieved from the university website by using the document analysis method by Bowen (2009). The secondary data were 216 visual images of public signage in an Islamic university in Indonesia as the representation of multilingual phenomena. The additional data were gathered from a pilot interview with a lecturer and a student.

This study found that both the national government and institutional administration in Indonesia do not have a language policy that regulates LLs or language preferences in public places for HEIs. The university tends to solely refer to international accreditation policy by using either bilingual English-Indonesian or monolingual English in the public signage. However, the limited use of the Arabic language in specific venues such as mosques and musallas shows that Arabic serves neither as symbolic identity nor communicative functions.

This study sets a single case study in an Islamic university, and the policy documents were limited to the Indonesian Government and institutions as the representation of non-Anglophone countries. Further studies are expected to have a bigger and larger size of data and settings.

This study implies that non-Anglophone countries’ governments should start to design and enforce a language policy that preserves national language and facilitates major national and international language communities, such as Thai, Arabic, Javanese and Malay, without being absent in international competitive labeling. A practical implication for religion-based and cultural-based universities is that the function of their Holy Book or local languages can be used as communicative functions to strengthen the religious and local identity.

This study implies that non-Anglophone countries’ governments should start to design and enforce a language policy that preserves their national language without being absent in international competitive labeling.

Given the fact that there is limited awareness to bring the discussion about LL patterns into language policy issues in non-Anglophone countries, this study was originally conducted as a case study to pilot the discussion about the absence of language policy as represented through LLs in Indonesia. This case study was brought up as a pilot discussion to urge non-Anglophone countries lawmakers to issue language policy at the university level. This message is meant to respond to internationalization programs that can potentially jeopardize the existence of the linguistic and cultural diversity of non-Anglophone countries.

The previous coronavirus disease 2019 (COVID-19) pandemic has forced pre-service English teachers to conduct their teaching simulation virtually. In the context of online teaching, social presence is vital for effective learning. This skill is perceived as a way to humanize the online learning process. This article explores how social presence is represented in the pre-service teacher's synchronous online classroom and how the development of social presence enables the pre-service teachers to develop their students' well-being and thus humanize online classrooms.

The current study draws upon case study research. The data were collected from (1) synchronous online teaching simulation recordings of pre-service English teachers from the Language Classroom Management course and (2) interview transcripts from three participants. Both data sources were transcribed, coded and analyzed. A two-step coding scheme for pre-service English teachers' social presence was adapted from the Community of Inquiry (CoI) coding template.

This study reports that all the three social presence categories (i.e. cohesive, affective and interactive) emerged from their online teaching simulation. In addition, the development of social presence to humanize online classrooms from the pre-service teachers was found in these stages: (1) having a role model for teaching, (2) showing respect and being friendly and (3) adjusting the language of instructions to the students' level.

This study has been limited to the pre-service teachers in one university only. Therefore, this needs to be tested in wider settings and contexts.

Theoretically, this study has added students' well-being as the element that connects social presence to the humanizing online classroom. Meanwhile, practically, in relation to teacher education, this paper also recommends the teaching stages leading to a more humanized online learning.

Current studies tend to describe social presence in experienced teachers' asynchronous online classrooms. Rarely did the studies explore social presence as practiced by pre-service teachers in the context of synchronous videoconferencing class. Furthermore, there has also been limited research connecting social presence with humanized classrooms.