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This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers' beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers' professional identities is presented in order to analyse how EIL teachers determine which particular responsibilities constitute professional teachers. This study investigates reports from five teachers working in four privately-funded Islamic schools regarding their professional responsibilities as they recontextualise Indonesia's competency-based curriculum and values education policies in their EIL classes. The findings suggest that the teachers consider their professional identity to be more focused on that of caregiver and moral guardian rather than as an English teacher. It also demonstrates that teachers' professional identity informs teachers' hopes/ambition for their students' futures or teachers' "imagined student identity."

This paper examines how a new policy was enacted by teachers with different working conditions in Indonesia. The concept of curriculum enactment and an elaborated theoretical perspective for understanding teachers' professional judgement are presented to reveal whether teachers from different school sectors encounter dilemmas in curriculum reform and whether they display consistency in their patterns of resolving those dilemmas. The data reported in this study were obtained from transcripts of interviews and fieldnotes of classroom observations with nine teachers from state and private secondary schools in Indonesia. The results suggest that the two groups of teachers experienced different dilemmas and developed different resolutions. The paper concludes that the resolutions adopted by teachers reflected their attempts to 'act for the best'.

This paper describes research on how curriculum reform provides novel conditions for influencing teacher professionalism. It draws on Bernstein's theories of the 'classification and framing' of curriculum and theories of teacher professionalism to investigate the impact of curriculum reform on teacher professionalism. The research was conducted in Indonesia during the implementation of a school-based curriculum that grants teachers greater autonomy to develop curricula appropriate to their context. A second concurrent reform introduced a character education policy that requires all teachers to address a specific set of values in all classes. Teachers working in public and Islamic private secondary schools were interviewed to investigate the degree of professionalism they exercised when implementing these reforms. Although theories of curriculum reform suggest that the higher degree of autonomy offered by a school-based curriculum has the potential to re-professionalise teachers, this study observed different outcomes for teachers in different workforce environments in Indonesia.

This paper describes how English as a Foreign Language (EFL) teachers in Indonesia have implemented the recent character education policy within an era of school-based curriculum reform. The character education policy required all teachers, EFL teachers included, to instil certain values in every lesson whilst the school-based curriculum reform permitted teachers to develop locally responsive curriculum content. The design behind the reform seeks to sharpen education's role as a site of moral inculcation in the face of growing social diversity that threatens social cohesion and the prolonged social problem of massive corruption. Drawing on Durkheim's distinction between secular and religious morality, this paper considers how the Indonesian curriculum promoted rational or secular moral education and how the EFL teachers enacted religious moral education given religiosity is salient in both the community and schools of Indonesia. Bernstein's concepts of pedagogic discourse, instructional and regulative discourses were adopted to analyse how EFL teachers have recontextualized both curricular reforms in their micro pedagogic settings. The conclusion suggests that teachers' implementation of moral education in their classes was dominated by their school communities' and the teachers' own preferred value of religiosity. Such values played out in their classes through both the regulative discourse and the instructional discourse.

This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers' beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers' professional identities is presented in order to analyse how EIL teachers determine which particular responsibilities constitute professional teachers. This study investigates reports from five teachers working in four privately-funded Islamic schools regarding their professional responsibilities as they recontextualise Indonesia's competency-based curriculum and values education policies in their EIL classes. The findings suggest that the teachers consider their professional identity to be more focused on that of caregiver and moral guardian rather than as an English teacher. It also demonstrates that teachers' professional identity informs teachers' hopes/ambition for their students' futures or teachers' imagined student identity. [ABSTRACT FROM AUTHOR]

This paper examines how a new policy was enacted by teachers with different working conditions in Indonesia. The concept of curriculum enactment and an elaborated theoretical perspective for understanding teachers' professional judgement are presented to reveal whether teachers from different school sectors encounter dilemmas in curriculum reform and whether they display consistency in their patterns of resolving those dilemmas. The data reported in this study were obtained from transcripts of interviews and fieldnotes of classroom observations with nine teachers from state and private secondary schools in Indonesia. The results suggest that the two groups of teachers experienced different dilemmas and developed different resolutions. The paper concludes that the resolutions adopted by teachers reflected their attempts to 'act for the best'. [ABSTRACT FROM AUTHOR]

This paper describes research on how curriculum reform provides novel conditions for influencing teacher professionalism. It draws on Bernstein’s theories of the ‘classification and framing’ of curriculum and theories of teacher professionalism to investigate the impact of curriculum reform on teacher professionalism. The research was conducted in Indonesia during the implementation of a school-based curriculum that grants teachers greater autonomy to develop curricula appropriate to their context. A second concurrent reform introduced a character education policy that requires all teachers to address a specific set of values in all classes. Teachers working in public and Islamic private secondary schools were interviewed to investigate the degree of professionalism they exercised when implementing these reforms. Although theories of curriculum reform suggest that the higher degree of autonomy offered by a school-based curriculum has the potential to re-professionalise teachers, this study observed different outcomes for teachers in different workforce environments in Indonesia. [ABSTRACT FROM AUTHOR]

This article presents an analysis of the nature of propositions made in President Trump's persuasive, yet controversial speech on Jerusalem from the perspective of mood analysis. The interpersonal relationships between the speaker and the audience concerning the building of ethos, pathos, and logos are revealed. It applies a discourse analysis with a qualitative approach to see how the President grammatically composed his ethos, pathos, and logos clauses. The results show that in the speech: 1) the ethos clause was built by employing the declarative mood functioning as a statement to show his credibility; 2) the pathos clauses were composed by implementing two moods: mostly declaratives which mainly functioned as statements, and few imperative moods to arouse both positive and negative feelings of the audience; 3) and the logos clauses were composed by using the declarative moods functioning as statements to give bases for his argumentation. The high use of declarative moods indicated that he positioned himself as an information bearer, to shorten the gap between him and his audience. Grammatically, the controversial side of the speech was mostly featured by several clauses containing negative elements such as blaming and negative polarity, especially when talking about previous US presidents and governments., (© 2019 The Author(s).)