The global adoption of English-medium instruction (EMI) in different levels of education has mushroomed both in Europe and Asia. In Europe, massive programs are extended, particularly, in Netherlands, Germany, Sweden, France, and Denmark; while in Asia; China, Japan, Taiwan, and Korea are leading countries in running EMI. To keep up with this growing global phenomenon, Indonesia State Universities just adopted this program nationally in 2016. Consequently, the body of research carried out on EMI from the role of language in EMI from teachers to students’ perception is dominated by Europe and Asia. However, little is known of research on the use of English and other languages by observing EMI classrooms. This study, therefore, focuses on investigating how Indonesian university content teachers use English and other languages in Indonesian EMI settings.
Employing a qualitative inquiry as the research method this study was employing qualitative study tools including classroom observation, semi-structured interview, field notes and website documentation. Data collected were analysed by using qualitative/thematic content analysis (QCA/TCA). The theoretical framework adopted post-structuralist and multilingualism of ELF. Recruiting thirty-four Indonesian universities content teachers who live in Special Region Yogyakarta and Central Java Provinces, Indonesia as the participants, this study explored teachers’ use of English and other languages in their EMI classrooms, their perceptions, and attitudes of English and other languages in EMI settings in Indonesian universities. The study revealed that English was the major language used in the teaching sessions; however, the quantification method demonstrated that teachers made use of all linguistic resources they had. Arabic was used to open and close the class, greeting students and praying. Mother tongue was used to say their local terms, domain terms, asking/confirming/joking, and local repertoire. Thai is spoken by the teacher to attract and build a hello-effect atmosphere for students, especially to drive out drowsiness in the classroom. Javanese is used spontaneously when the teacher illustrated a local setting and local context in the teaching. Latin was mentioned by the teacher as many sources of law are rooted from Latin. Malay was spoken to accommodate Malaysia students in his class. Those linguistics resources are spoken through ELF code-switching or code-mixing including embedded, or separated, or combination of embedded and separated with English and other languages. On other occasions, it could be direct and one way, mirroring, rebounding, back-to back, and combine language in a creative way.
Teachers’ perceptions toward the establishment of International Undergraduate Program (IUP) were split into conceptualisations and attitudes. Teachers’ conceptualisations of IUP covered wide range of dimension from language requirement to enrol IUP to outcomes of the program. Teachers’ attitude of the establishment of IUP showed that a single majority of teachers supported and agreed with the presence of IUP in their universities and only one voiced his disagreement. The basis of teachers’ support was based on their institutional, classrooms, students and graduates, and teachers’ perspectives. Meanwhile, teachers’ perception of English use was closely related to their orientation of using English, and language education policy of using English. Teachers’ perception of using language other than English (LOTE) reflect their language preference for teaching, accommodation of LOTE use, consideration of practicing multilingual, and their mixed position between …