Comparative pedagogies in mother tongue education
Türkiye and Indonesia
Bibliographic Data
| ID | 21240689 |
|---|---|
| Authors | Ömer Solak (0000-0001-5816-4241, Çanakkale Onsekiz Mart Üniversitesi), Yayat Sudaryat (0000-0003-1335-6842, Indonesia University of Education), Jatmika Nurhadi (0000-0002-6229-8186, Indonesia University of Education) |
| Year | 2024 |
| Volume | 13 |
| Issue | 3 |
| Pages | 547-561 |
| Publication date | 2024-01-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v13i3.66941 |
| OpenAlex | W4395093430 |
| Language | EN |
| References cited | 11 |
This study examines mother tongue education pedagogical discourses in Türkiye and Indonesia to address understudied language instruction policy dynamics and their practical implications in diverse educational settings. The study examined mother tongue education and its complex effects on cultural identity and educational outcomes in light of global and local linguistic landscapes. This study examined Turkish and Indonesian pedagogical discourses and classroom interactions in selected samples. Comparative written discourse analysis was performed on selected texts from Turkish and Indonesian 7th-grade secondary school textbooks. Classroom interaction was examined using in-class observations of 7th-grade secondary school students from both countries. The study used Teun van Dijk's Critical Discourse Analysis method for written discourse analysis and Flander's Interaction Analysis matrix for intra-class interaction patterns. The study compares written and oral secondary school pedagogical discourses in both countries using selected examples to determine their similarities and differences. This allows two large and powerful educational systems to benefit from each other. The study finds significant differences in mother tongue education program implementation and outcomes by comparing policy documents, teacher narratives, and classroom practices, highlighting the complex relationship between language policy, instructional methodology, and educational equity. The findings emphasize the need for context-sensitive language education policies that respect linguistic diversity and promote inclusive education. This research enhances mother tongue education research and provides actionable insights for educators, curriculum designers, and policymakers in Türkiye and Indonesia to promote reforms that consider learners' sociocultural and linguistic realities
Geography · Sociology · Educator Training and Historical Pedagogy · Multilingual Education and Policy · Second Language Learning and Teaching
Continua of Biliteracy
Agency as a fourth aspect of students’ engagement during learning activities
Strategies for ensuring trustworthiness in qualitative research projects
The multidimensionality of second language oral fluency
Analysing the teachers’ use of gestures in the classroom
Can teachers implement a student-centered dialogical argumentation method across the curriculum
When language teacher emotions and language policy intersect
The Cefr as a national language policy in Vietnam
Probing the interfaces between the social sciences and social-ecological resilience
Historical and theoretical perspectives in language policy and planning
Students' Participation as Co-authoring of School Institutional Practices
| Citation velocity | historical |
|---|---|
| Highly cited | No |