ELF and multilingual justice in English language teaching practices: voices from Indonesian English lecturers

The unprecedented spread of English across geopolitical boundaries has contributed to the recurrent rise of English as a lingua franca (ELF) studies. However, pressure from native English speakers’ norms remains feasible in many English instructional activities in non-English-speaking countries including Indonesia. Using semi-structured interview with four teachers in UMI University, this article examines the perception of Indonesian English teachers towards ELF and the extent to which the ELT practices (may) accommodate multilingual justice. The findings demonstrated that teachers have a complex perception and ambivalent attitude towards ELF as they think ELF is important for the students, but, due to lack of support from institution and colleagues, they tend to orient their teaching activities to native English norms. Also, the current practice of ELT doesn’t (yet) accommodate justice for multilingual learners. A more systematic institutional policy needs to be undertaken to reinforce the teachers’ existing positive perspective towards ELF