Fuad Abdul Hamied
Indonesia, an archipelago with more than a quarter of a billion people speaking more than 700 languages, has to face a multitude of educational prob-lems, especially when language education is the issue. Regarding English at school, increased preference for the national language, as indicated in the Language Law and other related government regulations, has contributed to the waning of the posi-tion of English, especially at the primary education level. Consequently, pre-service and in-service English language teacher education (henceforth ELTE) provisions, particularly the current levels of teachers’ competencies and upcoming global chal-lenges faced by the current school goers have come under scrutiny. This chapter, therefore, re-examines the current language policies and educational rules and regu-lations of the country by looking into the ways the policymakers have responded to such challenges as global competitiveness, teacher professionalism, and quality teacher education. It also discusses a number of factors that impact teacher educa-tion which include teacher competencies, use of the Indonesian language, curriculum changes, and assessment washback. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022, corrected publication 2023.
Universitas Pendidikan Indonesia, Bandung, Indonesia
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