Muhalim
This chapter delves into the complexities and shortcomings of Indonesia’s language education policy in addressing its super-diverse multilingual realities and navigating the pervasive dominance of English. Tracing the trajectory of English language education policy from the New Order era to the Post-New Order period, it argues for a fundamental reevaluation of the design and implementation of English teaching and learning practices. The analysis highlights key policy themes, including the incorporation of English into primary school curricula, the promotion of egalitarian multilingual education, and the reconsideration of language prominence, particularly within the context of English as a Medium of Instruction (EMI). Against the backdrop of persistently low English proficiency levels and the precarious status of Indigenous languages, this chapter contends that adopting English as a Lingua Franca (ELF) as both an epistemological framework and an ontological reality can better respond to the intricate interplay of local, national, and global linguistic ecologies. It concludes by advocating for a “trans turn” as a transformative pedagogical paradigm and offers forward-looking recommendations for the future of language policy and education in Indonesia. © 2026 selection and editorial matter, Subhan Zein and Fuad Abdul Hamied; individual chapters, the contributors.
Universitas Negeri Makassar, Indonesia
