RECONCEPTUALIZING THE 21ST CENTURY ENGLISH PEDAGOGIES FOR ISLAMIC SCHOOL TEACHERS IN ASEAN

Since more people have become competent in English, the number of non-native English speakers continues to increase. The larger the number, the more diverse English-speaking individuals are. Consequently, there has been an emerged demand for new English pedagogies to adequately address the diversity of English-communicative encounters. The aims of English language learning in the 21st century have shifted from English interactions with native speakers to any English encounters that may involve native or non-native speakers. In response to the call of ELT transformation for the 21st century global challenges on diverse English environments, this study seeks to analyze and synthesize the ELT pedagogic countermeasures employed by the nine English teachers in Malaysia, Indonesia, and Singapore. The participants were purposively selected. The data predominantly collected from different participant groups by utilizing a semi-structured interview and focus group discussion. The derived qualitative data were then processed with content analysis. The findings revealed 6 ELT approaches that are effective for language acquisition of English classrooms in Islamic schools: (1) reconsidering new roles and functions of teachers; (2) emphasizing active learning and encouraging collaboration; (3) implementing technology; (4) employing local learning materials; (5) integrating learning to other study areas; and (6) reevaluating learners’ learning. Based on the findings, education practitioners can adapt their English teaching practices, whereas policy makers and curriculum designers can reconsider to reconceptualize national policies and curriculums in English education for Thai and other ASEAN learners to enhance their English proficiency for a higher quality global member of the 21st century. Keywords: English language, teaching and learning, 21st century education Cite as: Assalihee, M., Boonsuk, Y., Bakoh, N., & Sano, I. L. (2019). Reconceptualizing the 21st century English pedagogies for Islamic school teachers in Asean. Journal of Nusantara Studies, 4(1), 401-421. http://dx.doi.org/10.24200/jonus.vol4iss1pp401-42