Teaching Indonesia Teaching Indonesia Language Through Language Through

Reading Text Reading Text Material as a Material as a

medium of medium of Multicultural Multicultural

EducationEducation

Bennet (1995) states that Bennet (1995) states that multicultural education is based multicultural education is based

upon democratic values and beliefs upon democratic values and beliefs and seeks to foster cultural pluralism and seeks to foster cultural pluralism within culturally diverse societies and within culturally diverse societies and

interdependent world. interdependent world.

The The GoalsGoals of Multicultural Education of Multicultural Education

helping each child develop a positive self- helping each child develop a positive self- concept; concept;

lessening the effects of racism and cultural lessening the effects of racism and cultural stereo-typing; stereo-typing; enhancing cross-cultural communication; enhancing cross-cultural communication; providing children with the necessary tools to providing children with the necessary tools to

become successful in a technologically become successful in a technologically advanced and interconnected world; and, advanced and interconnected world; and,

reaching social equality reaching social equality http://www.obu.edu/missobu/links.htm, 10(10)http://www.obu.edu/missobu/links.htm, 10(10) are are

Implication in Teaching a Target Language

Teaching a Target Language

Linguistic Competence Socio-Cultural Competence

Cultural awareness Intercultural Language

Teaching Cross Culture Communication

• Cultural awareness: the ability to interact in complex context among people who have more than one cultural identity and language

• Goal of cultural awareness: realize the existence of similarities and differences between the target language and learners’ native culture

Learner Position in Learning Target Language

Kramsch (1993: 205-206) said, Learners will always be some kind of go-between the target language culture and his own culture. Kramsch also proposes a guidelines contained four aspects of culture in viewing of cultural acquisation: 1. Establishing a spere of interculturality (between the target culture and the native culture).2. Going beyond the presentation of cultural facts and moving towards a process of understanding foreignness.3. Teaching culture as difference (regarding aspects like age, race, gender, social class, for example).4. Teachers need to have some understanding of a wider range of subjects such as sociology, ethnography, and sociolinguistics.

Roles of Reading TextRoles of Reading Text

information for student about culture of the target information for student about culture of the target languagelanguage

a medium that can be developed for different learning a medium that can be developed for different learning activities to achieve multicultural goals and mastering activities to achieve multicultural goals and mastering a target languagea target language

a medium for learners to think critically on real reality a medium for learners to think critically on real reality of target language culture and learner’s culture by of target language culture and learner’s culture by comparing, contrasting and reflecting. The result of comparing, contrasting and reflecting. The result of critical thinking on reading text will minimize negative critical thinking on reading text will minimize negative stereotypes and prejudice on target language culture. stereotypes and prejudice on target language culture.

Selecting reading textSelecting reading text

Cultural sensitivity is one of criteria in selecting teaching material. Rubdy Cultural sensitivity is one of criteria in selecting teaching material. Rubdy states states

some aspects that a teacher should consider (52:2003):some aspects that a teacher should consider (52:2003):• What aspects of culture are in focus?What aspects of culture are in focus?• Are the materials relevant/suitable/appropriate to learners cultural context Are the materials relevant/suitable/appropriate to learners cultural context

and sensitive to their values and beliefs?and sensitive to their values and beliefs?• Do the material reflect awareness of and sensitivity to sociocultural Do the material reflect awareness of and sensitivity to sociocultural

variation?variation?• Does the book show parallels and contrasts between the learners’ culture Does the book show parallels and contrasts between the learners’ culture

and others?and others?• Is this done in a non-patronizing way?Is this done in a non-patronizing way?• Does the course book enshrine stereotyped, inaccurate, condescending or Does the course book enshrine stereotyped, inaccurate, condescending or

offensive images of gender, race, social class or nationality?offensive images of gender, race, social class or nationality?• Are accurate or ‘sanitized’ views of USA or Britain presented; e.g., are Are accurate or ‘sanitized’ views of USA or Britain presented; e.g., are

uncomfortable social realities (for instance, unemployment, poverty, family uncomfortable social realities (for instance, unemployment, poverty, family breakdowns, racism) left out?”breakdowns, racism) left out?”

• Aspect of cultural sensitivity is a tool for the teacher to analyze, evaluate, Aspect of cultural sensitivity is a tool for the teacher to analyze, evaluate, and decide whether a reading text contains multicultural education and decide whether a reading text contains multicultural education

Here is the sample of reading text taken from Lentera Indonesia 2, followed by the analysis, the modified

activies and the evaluation:

Here is the sample of reading text taken from Lentera Indonesia 2, followed by the analysis, the modified activities and the evaluation:

1. Analysis based on criteria of cultural1. Analysis based on criteria of cultural sensitivitysensitivity

a.a. the topic of the passagethe topic of the passage

The text is about the myth in Indonesia. It is about the prohibition of sleeping on The text is about the myth in Indonesia. It is about the prohibition of sleeping on bed. The prohibition is related to the belief that if someone sleeps on bed, the bed. The prohibition is related to the belief that if someone sleeps on bed, the person will have a curse. The curse could be fever, insane, becoming poor, person will have a curse. The curse could be fever, insane, becoming poor, bankrupt, and inharmonious family life. bankrupt, and inharmonious family life.

b. the evaluation of reading text based on aspect of cultural sensitivityb. the evaluation of reading text based on aspect of cultural sensitivity Some questions for analyzing whether a text contains perspectives of Some questions for analyzing whether a text contains perspectives of multicultural educationmulticultural education

1. What aspects of culture are in focus?1. What aspects of culture are in focus? Aspect of culture in the reading text above is belief. Aspect of culture in the reading text above is belief. 2. Are the materials relevant/suitable/appropriate to learners cultural context and 2. Are the materials relevant/suitable/appropriate to learners cultural context and

sensitive to their values and beliefs?sensitive to their values and beliefs? The reading material is relevant to learners cultural context and sensitive to The reading material is relevant to learners cultural context and sensitive to their values and belief on consideration that myth story is universal. Almost their values and belief on consideration that myth story is universal. Almost every culture has its own myth that is related to community belief. every culture has its own myth that is related to community belief. Unfortunately, the type of the reading comprehension task or content doesn’t Unfortunately, the type of the reading comprehension task or content doesn’t include aspect of learner’s native culture. include aspect of learner’s native culture.

3. Do the material reflect awareness of and sensitivity to socio cultural 3. Do the material reflect awareness of and sensitivity to socio cultural variation?variation?

The reading material reflects awareness of sensitivity to socio cultural The reading material reflects awareness of sensitivity to socio cultural variation because the reading text presented as a part of diversity myths in variation because the reading text presented as a part of diversity myths in target language culture. The myth in Indonesia has been one of socio target language culture. The myth in Indonesia has been one of socio

cultural cultural variation that is related to belief and attached in particular ethnic groups in variation that is related to belief and attached in particular ethnic groups in Indonesia. The reading text explains about an example of myths in Indonesia Indonesia. The reading text explains about an example of myths in Indonesia

without without underscore other myth from other region in Indonesia. underscore other myth from other region in Indonesia.

4. Does the book show parallels and contrasts between the learners’ culture and 4. Does the book show parallels and contrasts between the learners’ culture and others?others?

The text doesn’t show parallels and contrasts between the learners’ culture The text doesn’t show parallels and contrasts between the learners’ culture and others. The text only exposes the target language culture. By giving and others. The text only exposes the target language culture. By giving contrastive and comparative culture between learner’s culture and target contrastive and comparative culture between learner’s culture and target language culture will lead the learner to respect and appreciate target language culture will lead the learner to respect and appreciate target language culture and achieve better understanding of learner’s own culture.language culture and achieve better understanding of learner’s own culture.

5. Is this done in a non-patronizing way? The reading text is done in a non-patronizing way because the text doesn’t put down the belief.

6. Does the course book enshrine stereotyped, inaccurate, condescending or offensive images of gender, race, social class or nationality? The reading material doesn’t preserve any stereotyped, inaccurate, condescending or offensive images of gender, race, social class or

nationality.

7. Are accurate or ‘sanitized’ views of Indonesia presented; e.g., are uncomfortable social realities (for instance, unemployment, poverty, family breakdowns, racism) left out? Accurate or ‘sanitized’ views of Indonesia presented uncomfortable social realities are left out in this text book.

3. Evaluation of all reading materials3. Evaluation of all reading materials

A. TopicsA. Topics The topics are The topics are sahabatsahabat (friendship), (friendship), seni tradisionalseni tradisional (traditional art), (traditional art), mitosmitos (myth), (myth), gotong gotong royongroyong (co - operation), (co - operation), upacara tradisionalupacara tradisional (traditional ceremony), (traditional ceremony), mudik mudik lebaranlebaran (Lebaran upcountry), (Lebaran upcountry), perayaan 17 Agustusperayaan 17 Agustus (17 August celebration), (17 August celebration), berita hari iniberita hari ini (today news), (today news), iklaniklan (advertising), and (advertising), and rupa-ruparupa-rupa

(miscellaneous). (miscellaneous). B The TaskB The Task The tasks following the reading texts are arranged and aimed to exercise four The tasks following the reading texts are arranged and aimed to exercise four skills (reading, listening, speaking, and writing). However, the task implied is skills (reading, listening, speaking, and writing). However, the task implied is lack of reflective cultural activity for multicultural context. Reflective cultural lack of reflective cultural activity for multicultural context. Reflective cultural activity is a designed activity that involve learner’s awareness to value, to activity is a designed activity that involve learner’s awareness to value, to confirm, to share, to tolerate and to compare differences among various confirm, to share, to tolerate and to compare differences among various culture target language and the learner’s native culture. culture target language and the learner’s native culture.

2. Modified learning activities from reading text material in order to 2. Modified learning activities from reading text material in order to reflect reflect

multicultural education multicultural education a. include a reading text which has the same topic a. include a reading text which has the same topic

about myth from learner’s native culture about myth from learner’s native culture b. give some question that compare and contrast the b. give some question that compare and contrast the

target language culture and the learner’s native target language culture and the learner’s native cultureculture

c. use quizzes as a type of activity for learning new c. use quizzes as a type of activity for learning new information of target language cultureinformation of target language culture

d. give a discussion activities that explores learner’s d. give a discussion activities that explores learner’s opinion and attitude about target language culture opinion and attitude about target language culture and learner’s native cultureand learner’s native culture

e. Other types of activities are games, role plays, e. Other types of activities are games, role plays, field trip, research, and etc. field trip, research, and etc.

Evaluation in perspective of cultural realityEvaluation in perspective of cultural reality

1. The book avoids any topic which portrays uncomfortable 1. The book avoids any topic which portrays uncomfortable social reality such as corruption, poverty, unemployment, social reality such as corruption, poverty, unemployment,

disaster, etc. disaster, etc.

2. The way the book presents Indonesia somehow narrowed 2. The way the book presents Indonesia somehow narrowed the view of Indonesia the view of Indonesia

culture because Indonesia is viewed only from one culture because Indonesia is viewed only from one perspective (good one). perspective (good one).

3.3. The exaggerating stress on the positive perception on The exaggerating stress on the positive perception on

Indonesia culture will lead to false generalization and block Indonesia culture will lead to false generalization and block the learners to think critically on the target language culture. the learners to think critically on the target language culture. Clarke and Clarke (1990: 34) illustrated that narrow view of Clarke and Clarke (1990: 34) illustrated that narrow view of culture, distorting reality, exaggerating some national culture, distorting reality, exaggerating some national characteristics and resulting in stereotypes and characteristics and resulting in stereotypes and generalizations. generalizations.

Suggestion on perspective of critical thinkingSuggestion on perspective of critical thinking

Critical examinations on reading text is a part of critical Critical examinations on reading text is a part of critical thinking activities. The text book should not be afraid to cover thinking activities. The text book should not be afraid to cover negative stereotype or issue on Indonesia such as terrorism, negative stereotype or issue on Indonesia such as terrorism, corruption, disaster (earth quake), deforestation, corruption, disaster (earth quake), deforestation, unemployment, human right issue, history of east Timor etc. unemployment, human right issue, history of east Timor etc. Such reading text topic is a good source for learner to think Such reading text topic is a good source for learner to think critically on reality of target language culture with open mind. critically on reality of target language culture with open mind. Beside that, by exposing such topics can minimize negative Beside that, by exposing such topics can minimize negative stereotype or prejudice on reality of target language culture.stereotype or prejudice on reality of target language culture.

ConclusionConclusion

1.1. In the perspective of multicultural language education, reading In the perspective of multicultural language education, reading text has many roles. First, it gives information and introduces text has many roles. First, it gives information and introduces learner to target language culture. Second, it can be developed learner to target language culture. Second, it can be developed and elaborated to some activities reflect cross culture and elaborated to some activities reflect cross culture communication as one of the goal of multicultural education. communication as one of the goal of multicultural education. Third, it can be the medium for learners to think critically on Third, it can be the medium for learners to think critically on real reality of target language culture and learner’s culture by real reality of target language culture and learner’s culture by comparing, contrasting and reflecting. The result of critical comparing, contrasting and reflecting. The result of critical thinking on reading text will minimize negative stereotypes thinking on reading text will minimize negative stereotypes and prejudice on target language culture. and prejudice on target language culture.

2.2. The role of teacher in selecting and deciding a reading text is The role of teacher in selecting and deciding a reading text is significant in teaching target language which embodied significant in teaching target language which embodied multicultural perspective. Learning a target language is viewed multicultural perspective. Learning a target language is viewed as some kind of go – between target language culture and as some kind of go – between target language culture and learner culture. Therefore, teacher plays a role to bridge target learner culture. Therefore, teacher plays a role to bridge target language culture and learner’s culture. To maintain that role, a language culture and learner’s culture. To maintain that role, a teacher should be skillful in making analysis and evaluation on teacher should be skillful in making analysis and evaluation on reading text critically based on cultural sensitivity.reading text critically based on cultural sensitivity.

Thank YouThank YouRianiRiani

riani_bby@gmail.comriani_bby@gmail.com