Yay! Venice :) – Abstract Accepted for Think CLIL Conference 2014

My abstract I submitted for a CLIL (Content and Language Integrated Learning) specialist conference in Venice (28-30 August 2014) has been accepted. So I will hopefully be in Venice on the dates to learn more about CLIL, to share what I have learnt about CLIL, and to enjoy some warm summer sunshine (hopefully as Diana Busra, my friend, told me that it was raining cats and dogs in Venice when she was there years ago 😀 ), and take some nice pictures. Here is the abstract I submitted for the conference:

Title: The Introduction and Subsequent Move Away from CLIL in Indonesian Secondary Schools: Some Strategic and Pedagogic Considerations 

 Abstract (277 words)

Content and Language Integrated Learning (CLIL) was introduced in Indonesia in 2006 when the government introduced the International Standard School (ISS) sector in which a foreign language, predominantly English, was to be used as the language of instruction for the core subjects. In practice, English was not only used in the classes but also around the school and thus became a prominent characteristic of these schools (Coleman, 2009). This innovation was, and remains, controversial; for supporters, ISSs would help Indonesia become more competitive globally; but for critics, this level of foreign language use not only posed a threat regarding students’ national identity as Indonesians but also introduced inequity of opportunity into the school system. In 2013, a judicial review declared the ISS law to be unconstitutional, a ruling marking the end of the ISS/CLIL era. Thus, despite the major funding and effort expended during the six-year life-span of this innovation, public schools were no longer permitted to use English except in the English classes and had to revert to the use of Bahasa Indonesia as the language of instruction. In this paper, as informed by my professional reflections as a CLIL teacher educator as well as based on my preliminary research for my doctoral studies, I will discuss some of the strategic and pedagogic issues arising from the policy introducing CLIL and the subsequent reversal of this policy. Underpinning this discussion is the broader issue of CLIL developments in the context of curriculum policy and management in the Indonesian context with possible implications for other contexts. The lessons learnt from Indonesian case may hopefully provide useful insights for the applications and management of CLIL in other countries.