Indonesian EFL teachers’ English language ideologies and classroom practices: A sociocultural activity theory perspective

This thesis reports on a study examining ideological beliefs about English as well as the associated behaviours (or English language ideologies) and classroom practices of English-as-a-foreign-language (EFL) teachers working in state secondary schools in Indonesia. The study identified English language ideological stances held by the teachers, perceived factors mediating the formation and development of the ideological stances, and the role that the ideological stances played in the classroom. The study also revealed contradictions between the teachers’ English language ideological stances and other contextual elements. The teachers’ awareness of and responses to such contradictions led to English language ideological transformations both pragmatically and ontologically.