Transmitting Local Cultural Knowledge through English as Foreign Language (EFL) Learning as a Means of Fostering “Unity in Diversityâ€

Lack of appreciation of local culture on the part of the public is a continuing concern for many governments. In the Indonesian context, the national and regional governments have a vision to preserve local cultural knowledge as a means to foster the spirit of Unity in Diversity [Bhinneka Tunggal Ika], Indonesia’s national motto. Education has been seen as an appropriate forum for fulfilling this aim, and local culture has been incorporated into various school subjects in the curriculum. It has been the policy of the Ministry of National Education that primary school teachers of English as a foreign language (EFL) be responsible for giving students the ability to use English and also an understanding of local culture. Interpretation of policy varies depending on location, however, and may also depend on the individual characteristics and background of teachers. This paper, which is based on a case study conducted in Solo, Central Java, Indonesia, will discuss the ways in which primary EFL teachers contribute to the maintenance of local cultural knowledge. While it has been suggested that language learning is enhanced by study of the culture associated with it (see, for example, Risager, 2007), this paper will argue that learning English as the target language is not always corresponding with learning the culture of the target language (C2). As seen from the students’ mastery of English in two different primary schools in Solo, Central Java, Indonesia is supported by using the language to teach about local culture, such as through traditional folktales translated into English. It concludes that the use of local cultural material in the teaching of English as a foreign language serves a dual purpose: supporting mastery of the target language (L2) while also enabling teachers to fulfill their obligation to teach about local culture (C1).The data here presented were obtained through semi-structured interviews with primary EFL teachers and students at one public school and one private school in Solo, Central Java, Indonesia. Using teachers’ lesson plans related to the use of folktales as medium for teaching EFL as well as fostering the spirit of ‘unity in diversity’ amongst the students was another significant instrument to investigate and to collect data about their teaching practice and pictures were considered the most appropriate ones for obtaining students’ response.