The 78th Public Defence: Gharizi Matiini

Research on language ideology in language learning has mainly focused on the connection between language, power, policy, and globalization in formal education settings such as schools, universities, and government-funded language programs. However, less attention has been paid to small, locally-based English learning educations which operate as local educational businesses. Most studies on English Education Villages (EDVs) have focused on government-supported models in South Korea and Japan, focusing on English-like environments, luxurious facilities, and access for only elite students. As a result, little is known on how people think about language and English learning in small, local-based EDV like Kampung Inggris Pare in Indonesia. This study addresses this gap by examining the language ideologies present in an English Education Village in Indonesia, and how these beliefs are influenced by globalization, marketization, the idea of buying and selling English skills, and multilingual classroom practices. Specifically, this study provides two questions: (1) What language ideologies of English learning are manifested and negotiated by teachers, students, and headmasters in relation to commodification, and marketization in EDV Indonesia? (2) In what ways are these ideologies materialized in classroom practices within EDV? The study draws on Critical Theory and Marxist views on language and power, including the concept of linguistic capital from Bourdieu and the theory of language investment from Darwin and Norton. It also uses frameworks on language ideology from Makoni and Pennycook, Fuller, and others, focusing on fixed, flexible, and market-driven beliefs about language. 

The study employed a qualitative research approach to explore language beliefs within the social, educational, and language practices of EDV Indonesia. The research took place in EDV Pare, East Java, one of Indonesia's largest and most well-known English Education Villages. Two English course institutions were selected in terms of their large student populations and availability of academic and promotional materials. Twelve participants voluntarily participated in in-depth interviews, including six students, four teachers, and two headmasters. The two selected English course institutions in EDV Pare, represent the wider English Education Village (EDV) context in Indonesia. Data collection methods included semi-structured interviews, classroom and non-participant observations, and document analysis. Observations included pronunciation, conversation, and grammar classes, while documents used curricula, class schedules, learning materials, websites, social media content, banners, pamphlets, and advertisements. Next, data analysis involved a critical interpretive framework method with language ideology analysis, focusing on how participants feel of English and how these feelings appear in institutional policies, teaching methods, and classroom interaction. Triangulation of interviews, observations, and documents was used to ensure reliability of results. 

Findings show that language ideology in EDV Indonesia reflects a combination of neoliberal, homoglossic, and fluid beliefs. First, participants generally see English as a form of language capital and investment which opens opportunities for global access, higher education, employment, and social advancement. English is viewed as more than a communication tool; it is a valuable resource for future success. Second, unlike government-funded EDVs in South Korea and Japan, the marketization of English in EDV Indonesia operates through small businesses, affordable services, and locally-based learning, making English education accessible to a wider social group. Third, classroom practices show a strong fixed-language belief through English-only rules, intensive speaking activities, grammar accuracy, and repetitive drills to promote standard English skills. However, these monolingual practices coexist with the multilingual environment, as teachers and students regularly use translanguaging to aid understanding, express identity, and connect with local and national languages. Therefore, the study argues that EDV Indonesia represents a localized model of Global English where local people of EDV reshape English as a linguistic resource through local entrepreneurship, multilingual educational practices, and local cultural values. Language ideologies in EDVs coexist and are continuously negotiates through the interaction between global aspirations and local values. Future research could expand to other EDVs across Indonesia and examine how language ideologies develop over time among learners, teachers, and institutions in response to social and economic changes. 

We would like to convey our sincere and heartfelt congratulations to Dr.Li. Gharizi Matiini for this achievement. We look forward to her future success and valuable contributions to the field of English applied linguistics.