Indonesian early readers captivate kids and teachers

Michelle Dudley, the Australian author of the Our Jakarta Series that was reviewed in an earlier post, graciously agreed to answer my questions about how her series of 30 books came about.

What inspired you to write the Our Jakarta Series? Had you written other books before (or since)?

Michelle Dudley, Yangon, February 2015

Michelle Dudley, Yangon, February 2015

Our Jakarta Series bilingual box setI taught at the British International School Jakarta (BIS) in their very first pre-school in 1993 and 1994 and again from 2003 to 2007, initially part time, then full time in Reception and in Pre-School. The school has a strong focus on early literacy and as a teacher of young children I was always trying to find ways to inspire, challenge and connect real life experiences and the printed word with the young children from many nationalities in my class. The school also had a policy whereby the classroom teacher had to listen to each child read every single day. I did this religiously and found that the children were often having difficulty connecting with the British, US and Australian based early readers their own lives in Jakarta. My youngest child was in Reception at the time so I would listen to her read at night as well (even as an Australian she too could not relate to many of the books on offer) so I became constantly aware of the gap in the market of quality early readers based on life in Indonesia.

Jalan book coverI distinctly remember listening to a four-year-old Singaporean girl living in a high rise inner city apartment struggling through a book about an outback sheep farm in Australia. I asked her if she had been to a farm, had she seen a sheep, had she been to a country town and did she like this story or any stories in the reader box. ‘No’ was the definitive answer to all my questions. I asked her what she liked to do on the weekend, the answer was: play with my nanny, go shopping, go to birthday parties, go to swimming lessons and go to the hair salon.

 

I think that was my ‘light bulb’ moment as I realised practically all the children in the class did the same things on the weekends and their young lives were not being reflected in any shape or form by the literature available.

Jalan Level 1

Research into early reading success constantly reiterates the importance of making text relevant to the lives of young readers and at the time I really felt I could not achieve that with the early years literature available. Because of this, I began to write and use my own handmade books as readers based on the children’s experiences living in Jakarta.

To the Village cover

At the time BIS offered several bursaries to teachers who had an idea to improve the school curriculum in some way. I won US$1,000 to develop my idea for a series of books. Initially I decided just to print a few sets using my own photos and the local photocopying store to add to the class collection. However, many teachers and parents became interested as they could see the children were fascinated to see places that they could recognise and relate to in the books; and consequently their reading confidence and progress increased rapidly. I realised that perhaps there may be a market in Jakarta and beyond to sell the books commercially.

Trip to the Village pages Level 2

At this point my wonderful Indonesian friend Wiwied Subowo stepped in and offered to print and publish my books for me through her publishing company PT Kinar Media. Suddenly my little handmade books needed to be more professional so I hired professional photographers Deviana and Oetomo and graphic designer Dita from Zige & Baffel to help with the layout and production. Copyright laws prevent authors from using photos from the internet so every photo for the books was taken by the photographers and myself. I had a notebook in the back of the car and on our way to school my daughter and I would spend a lot of time looking out the window and jotting down ideas for different titles for the series. I based the series on the English Key High Frequency Words (those words that occur often in English) and used them repetitively in individual books for effect and to aid memory. I drew all my inspiration from the children in my class and my own daughter. Writing simple books that appeal to early learners is actually harder than it looks and the process took months and months. I was teaching full time and spent hundreds of hours with the graphic designer positioning text and pictures in the best possible way for early learners.

The Our Jakarta Series, English and bilingual versions, are the only books I have published.

 

You’ve lived in many countries (at least four by my count), why did you decide to write children’s books in Indonesia? Have you thought about writing books about Myanmar?

I first travelled and taught in the Philippines on a university exchange for six weeks back in 1981 and was completely mesmerised by the country. This small taste of South East Asia ignited my travel bug! I then spent two years in 1983 and 1984 in Rabaul, Papua New Guinea teaching Kindergarten in a Catholic mission school which I loved. After I got married we moved to four different states in Australia and spent seven years in Indonesia on two different postings, three years in Bangkok, Thailand and are currently in our second year in Yangon, Myanmar. In Thailand, I taught in the slum community of Din Daeng at the Good Shepherd Centre and completed dozens of handmade books for children in the Day Care Centre relating to their particular lives and circumstances. I taught English to adult women here as well and used homemade books with them as an English resource.  I thought about publishing a series in Thailand and Myanmar but the cost was prohibitive so I decided to concentrate on printing the bilingual edition of Our Jakarta Series.

 Our Jakarta Series

What shaped your decision to publish originally in English and then republish in English and Indonesian?

During the process of creating the books I was advised to make the books bilingual but I really wanted to create a set of English readers on life in Indonesia (without the distraction of the Bahasa text) as I felt there was a huge gap in the market.  After some market research on returning to Canberra and teaching Indonesian myself from Kindergarten to Year 2, I realised that there was almost a bigger gap in the market for bilingual early readers. During our posting to Bangkok I decided to create the bilingual version so we could access a high-quality Thai printer capable of re-creating the box and the colour quality in the photos.

What has the reception been to your books in Indonesia and Australia?Our Jakarta Series

The books have been very well received in both countries. I finished the English version in Jakarta just two weeks before we finished our time in Indonesia in December 2007 so would have liked to have been there a bit longer to promote them around the country at international schools. My friend Wiwied did a wonderful job however, promoting them for me and selling them in her book shop Toko Kinar in Dharmawangsa Square in Jakarta. I also participated in an interview with ABC Radio National in 2008. This generated a lot of interest from teachers.

I was invited to participate in a workshop for LOTE teachers through the Department of Education in Canberra in 2008 on how to use the books (English version) in the classroom to generate interest and awareness of Indonesia through the eyes of a child. As Australia moves into the Asian Century I really believe that early exposure to Indonesian language and culture at the pre-school level is the key to igniting interest in Indonesia our closest neighbour.

Do you find it is schools or families purchasing them? Indonesian is not a widely taught language outside of Australia and its home country. Are there people outside of these two countries that are reading your books?

In Australia, schools are the purchasers of the English version as the books are only available in a set. Many schools have added them to the daily reader collection giving Australian children an opportunity to glimpse snippets of life in Indonesia. In Indonesia, the English version books are available for sale individually so both schools and families have purchased the books. Teachers from Indonesia, Thailand and Singapore have contacted me to say how much they liked the English version.

Our Jakara Series

Each bilingual book has a new ISBN number which now allows them to be sold individually in Australia. The bilingual version has been very popular with parents of young children. Because the books are predictable and colourful, young children are successful in their early attempts at reading a beginning bilingual book. The books are available on Google Books, AbeBooks.com and through the Asia Bookroom in Canberra.

Could you tell us about the challenges of getting published in Indonesia? It’s an enormous project with 30 separate books requiring different photo shoots, different design, and all requiring a lot of quality control. How long did it take and what kept you going when you hit obstacles along the way?

Our Jakarta Series Level 3As mentioned earlier it was a massive undertaking of team work involving my entire family – husband, three sons (proof readers) and daughter plus a small army of friends, nannies, teachers, school principal, drivers, housekeepers, work colleagues, local businesses – pretty much everyone I knew in Jakarta was involved in some way in the production of the books. I had a great network of friends who would rise to occasion and come to photo shoots with their children in tow with props, appropriate clothing and costumes.

Occasionally some children would feel nervous when they saw the photographer’s huge lights, umbrellas, cameras and equipment set up in the foyer of our house, however my main photographer Devi was brilliant with children (she has four of her own) and made all the children feel at ease by explaining how the camera and lights worked and bringing out puppets and soft toys to make the children laugh. My graphic designer Dita was incredibly meticulous and creative in making the individual books look good and flow well. We had an understanding from the start that the printed font/text must be clear and in lower case, everything had to be concise and educational first and foremost with no reference in photos to soft drink, beer, junk food, cigarettes or Disney characters and that design could not dominate the educational focus. Dita and I sat side-by-side till midnight most nights for nearly two years perfecting each book.

Our Jakarta Series Indonesia Level 1

The bilingual books were made while I was living in Bangkok and communicating with Dita the graphic designer in Jakarta, my friend and translator Arika in Canberra and the Thai printing company all by email so it was a delicate balancing act once again. When things got difficult and there were many, many obstacles I would always think of the end and the joy of finishing! I guess I’m determined, calm, driven and resilient – so I just keep persevering.

What has been the most unexpected pleasure you have found while living overseas in different countries? What has been the hardest?

I honestly see living overseas as a great privilege. Getting a tiny glimpse and a small understanding into a different culture, religion, language and way of life continually fascinates me. The hardest thing for me is missing my children and extended family back in Australia. My mother passed away two years ago so traveling back and forth to Australia trying to balance family commitments is always a challenge. We do miss Australia’s blue skies, tap water, fresh air and the smell of the eucalyptus trees too.

Our Jakarta Series Indonesia Level 1

What keeps you busy in Yangon?

Last year I completed my Masters in Education (Early Childhood) by correspondence so I spent many hours researching and studying while here in Yangon. I’m also involved with the Defence Attache Community here and will start teaching English voluntarily in a Yangon orphanage in March. It is an amazing time to be here in Yangon as the country is changing before our eyes. We plan on returning to Old Bagan and Lake Inlay this year and venturing to the hill tribes in Shan State later in the year. I also travel back and forth to Australia up to five times a year to see our children, three at university and one in boarding school – so I clock up a huge amount of airline miles.

Kids inspired to write by bugs and rocks

Artwork inspired by my story The Bug and the Rock

Artwork inspired by my story The Bug and the Rock

Last week I visited my eldest son’s class to read a story I’d recently written, The Bug and the Rock. I wasn’t sure how they would like it as it is a simple story and isn’t yet illustrated (apart from my terrible pencil sketches).

I needn’t have been concerned. The class of five and six-year-olds sat very quietly listening to the whole story, which uses repetition and rhythm to carry the narrative, and then showed they had followed it by asking some questions.

‘How did you write the story?’

‘How did you make the book?’ (I took in a dummy that I’d folded into a book shape)

‘Why did the rock float?’ – this was a good question and one we came back to later

After a short time talking about it, all the kids without exception drew a picture of something to do with the story. Lots drew bugs and rocks and trees but others took a different approach and drew their own story.

'I like the story of the bug and the rock. I like the story with bug. The bug fell in the ocean'

‘I like the story of the bug and the rock. I like the story with bug. The bug fell in the ocean’

My son had a go at drawing, and writing the label for, the barnacle in his picture. It's the blue thing in the middle.

My son attempted to draw, and write the a label for, the barnacle in his picture. It’s the blue thing in the middle.

I was curious to see that the bug, crab, rock and tree all seemed pretty easy to draw but not many attempted the featherstar and the barnacle. Without pictures they were forced to remember what these things were, or imagine what they could look like.

I liked the bit when the bug sat in the .. ocean and the bug fell asleep. I love the story

‘I liked the bit when the bug sat in the .. ocean and the bug fell asleep. I love the story’

The teacher was particularly pleased that most of the kids wrote something as well, without being asked to do any writing. Some even wrote their own stories in the short time they had.

'I want to go home to my tree' (said the bug to the crab)

‘I want to go home to my tree’
(said the bug to the crab)

I liked this boy’s alternative explanation for the BOOM at the beginning of the story. In his version, the noise is made by bricks falling on a house.

I liked this boy’s alternative explanation for the BOOM at the beginning of the story. In his version, the noise is made by bricks falling on a house.

After about 10 minutes, they regrouped and shared their pictures in small groups. We then moved onto the experiment part of the session.

Because the rock in the story was pumice that floated on the sea, I brought in some pumice that I had bought in a spa shop for $1 from which I managed to remove the plastic nail brush. I also collected three different stones from my garden and showed them all to the group.

With a tank of water in the middle of the circle, everyone made a prediction about what rocks would and wouldn’t float. Of course, only one did and then I explained how pumice comes from volcanos and that the BOOM in the start of the story was from a volcano erupting. I also talked about Krakatau which was very active while we lived in Jakarta and spread quite a lot of pumice in the sea in 2009.

I love bringing a practical element into my writing and I was so pleased the kids were so engaged in the experiment. Not to mention, quite relieved that they liked the story!

Best and worst of Indonesian picture books (continued)

In contrast to the books in the previous post, the following books were published first in Indonesia though not all were written in Indonesian. Petualangan Anak Indonesia coverDespite its publisher having an English name (Great! Publisher) Petualangan Anak Indonesia is currently published only in Indonesian, though (just to confuse you) the author is Australian. Its English title is Indoventurers and there is an English version that the author Nicholas Mark has offered to email upon request. He has also developed a Teacher’s Guide and worksheets.

This book is much longer and is for more advanced readers of Indonesian. Along with plenty of action in the three separate stories and the vivid illustrations, the book has plenty of local content. The Monkey Forest in Ubud is featured in the Bali story and Borobodur is featured in the Yogyakarta story where the race is on to save the city from an eruption from Mount Merapi. There is also a story set in Sumatra. Indoventurers page

All three are fantasy stories set somewhere in the realm, or fringe, of Indonesian myth, making them an interesting read. Apart from the fantasy elements, the stories are set in contemporary Indonesia and portray familiar characters and scenes. Another interesting note is that the author wrote it while on a university exchange in Yogyakarta when his story written for an assignment caught the interest of a local publisher.

Publishers website: galangpress.com Or contact Nicholas Mark on nicholaspetermark@gmail.com

Sea garden covers

The Sea Garden Series of books by Papa Ine is in two languages with the stated aim of helping Indonesian children learn English. Unfortunately, the translation from Indonesian has not been very successful and the poor English badly lets down the books.

The books have very bright and engaging illustrations and all the characters are animals that can be found in Indonesian waters. I was interested to see a sun fish character, not often seen in children’s stories. Some of the names are based on Indonesian words, such as Kepit being the name for the crab character (kepiting).

Sea Garden pagesPublished by PT Bumi Aksara Group bumiaksara.co.id

Murti Bunanta books

Murti Bunanta is an institution in the world of children’s books in Indonesia. She has written more than 30 books and has received many awards. Many of her books are Indonesian folk tales such as Princess Kemang (Putri Kemang), a folktale from Bengkulu. This is a lovely example of a bilingual book. It features beautiful illustrations from Hardiyono and a story of the adventures of a princess set in some mythical time in Indonesian history. Putri Kemang pagesIt is quite long but I do like this story for several reasons, one of which is that the main character is a princess who is independent and very physically capable and ends up choosing her own husband. The English translation is also very good, thanks to Margaret Mead MacDonald, herself a well-known author and storyteller, who was the English language consultant on the book. Plus the illustrations make it a delight to read.

Published by Grasindo, part of PT Gramedia. www.grasindo.org

The Tiny Boy and other tales from Indonesia is not a bilingual book but I included it as another example of Murti Bunanta’s work. This has been published by Groundwood in the US and is a beautiful book, also with illustrations by Hardiyono.

Bunanta dictionary  page

Another book she published locally is My first dictionary – colour, published by the Murti Bunanta Foundation and illustrated by Aldriana A. Amir. With only nine colours, it’s not quite long enough to be a stand-alone book and may have been better sold with the others in the First Dictionary series. Another 21 titles by Murti Bunanta are listed in the back.

Maggie Dunkle books Penyu dan Lumba LumbaCerita Monyet dari Bali – Monkey Tales from Bali is by Maggie Dunkle, an Australian children’s author who lived several years in Bali until she passed away in 2012. This is set in the Ubud Monkey Forest and I really like the story of the family of monkeys and the simple black and white illustrations by Asroel. It is aimed at beginner readers and the way the words are arranged on the page. The Indonesian translation below each phrase makes it easy to follow the translation.

Maggie Dunkle also wrote Penyu dan Lumba-Lumba, Turtle and Dolphin, a book in the Clean Bali Series (there is one other in the series). In this book the animals worry about the rubbish in their oceans and on their beaches and are then surprised when they witness a group of children cleaning up a beach. It is a book in three languages as it includes Balinese. The illustrations by Margiyono are colourful and the message is a good one, but it is not a book I read over and over.

Penyu page Both are published by Saritaksu. Saritaksu.com

Our Jakarta Series booksOur Jakarta Series is a set of 30 early readers written by Australian teacher Michelle Dudley while she was living in Jakarta. Originally only in English, they have been translated and published as bilingual books. The series consists of 10 books in each of the three levels. One of these was the very first book my five-year-old son read in Indonesian. Initially I wasn’t sure what to make of titles like My Driver and My Cook. But after thinking about it, it makes sense to have these books for expat children. Reading them with my children while we are living in Indonesia works fine. If we were reading them in Australia having never lived in Indonesia, some might feel a little out of place but the majority would be perfect for young children wherever they may live. Overall they give a good look at life in Jakarta through the eyes of a small expat child. The Car Trip is something Jakartan residents know all too well. What’s in my Lunchbook is cute and shows the variety of cultures at an international school through the contents of kids’ lunchboxes.

Available by emailing jakartaseries@gmail.com

Best and worst of bilingual Indonesian picture books

It’s wonderful to live in Indonesia and be able to pick up a new bilingual book at a bookshop whenever the mood takes me. It’s not that easy, however, to find quality books where the English is correct, the story is interesting to both the children and me, and, one of the more important points, has some Indonesian context. To start with, let’s take a look at some of the popular examples of bilingual books.

Indonesian bilingual picture booksOne series of good quality bilingual books come from Erlangga for Kids and includes Go to Sleep You Crazy Sheep, and Quiet! As they were written in English the language in English is impeccable and the Indonesian translation seems very good. Unfortunately, the rhyme of the You Crazy Sheep is not able to be carried across, making it nicer to be read in English.

Published by Erlangga for Kids and first published by Little Tiger Press in the UK.

Fairy book in IndonesianThe Fairies tell us about Empathy is part of another series which is similar but it seems the original language for the story was Spanish which possibly makes the Indonesian a translation of the English translation. The English feels a little clunky though it is nice to see a children’s book trying to tackle a difficult but important concept like empathy.

Published by Eaststar Adhi Citra (first published in Spain by Gemser Publications).

 

Dora the Explorer along with many, many other TV characters have made their way into Indonesian language and bilingual books for children. Dora in IndonesianDora is an interesting example as, while it restricts the Indonesian translation to mostly Indonesian, it still introduces a few Spanish words. So you end up with things like ‘Hola! Namaku Dora.’ The language used seems pretty spot on. If you had a Dora DVD that could play in Indonesian this could help reinforce some of the terms used, eg. Rancel for Backpack.

Dora is published by PT Citra Sastra Media in Indonesia.

So far these are nothing out of the ordinary as they are all books you could find in plenty of countries that have simply been been translated into Indonesian. Where it gets interesting is when we look at books published first in Indonesia. You’ll see a big range of subject matter and quality in my next post.

All the books reviewed here were found in Ganesha Bookshops or Gramedia.

What we can learn from Esperanto speakers

Esperanto tapeThe first language I started to learn was Esperanto, using a kit that dated back to the 1960’s. It was very interesting, this concept of a man-made language, though I did wonder who I would speak to with it. In the end I didn’t get much past 1 to 10. And porko = pig. So the problem of conversation partners didn’t arise.

I moved onto other language learning, eventually. First I had to leave country Tasmania and move to Hobart before I could take a language course in college, which in Tasmania equates to senior high school. Over the next few years I studied Italian, Spanish and Catalan and didn’t think any more of Esperanto.

Until I met Brian. A polyglot American who was hitchhiking around Europe learning languages, Brian had recently arrived in Turkey and was already speaking a bit of the language and living with a Turkish family.

Among the many lEsperanto numbersanguages Brian spoke was Esperanto. So naturally, when he arrived in Ankara he made his way to the Esperanto conversation group and struck up a conversation which resulted in Brian getting a free place to stay.

I was very impressed. I don’t think I had met an American who spoke more than two languages at that point. And for someone to learn languages just for the sake of it was impressive to me. Plus being able to talk his way into staying with a Turkish family.

Brian spoke reasonable Spanish and Italian. Probably German too. And most recently he had picked up some Polish after being given a ride by a Polish truck driver who told him his town had no English teacher. Brian was glad to help out and gave lessons in exchange for board and Polish conversation. After that he made his way to Turkey which is where I met him.

This was 1997 and, while I was keen to learn Turkish and did some study with the help of a teach-yourself Turkish book, I was putting more effort into socialising, going out and working at the Turkish Daily NewsEsperanto

I was living with my Australian best friend who was studying at university through a student exchange, and her Turkish housemate, Mine. My Turkish didn’t get past basic conversation but Mine’s English improved to the point that she later won a job with the UN.

Brian, of course, was serious about learning Turkish. Living with a Turkish family where Esperanto was the only common language pretty much forced him to learn. But he wasn’t stopping there and was also taking classes in Kurdish which was illegal at the time, and is still very difficult to do.

I lost track of Brian and his underground Kurdish classes but I am often reminded of him. He is an example of how our minds have the capacity for learning that most of us don’t bother to find. Minds can handle multiple languages without, for the most part, getting confused. He also showed me that learning languages gets easier, at least quicker, as you learn more, as long as you’re in the right environment.

Brian also had an open mind to all languages that is worth emulating. Languages are worth studying just for themselves, just for fun, just to learn. Even if you don’t have anyone around you to practice with. And sometimes you get great friendships from that, and other rewards that are impossible to predict.

And maybe I was just a little envious I hadn’t stuck with my Esperanto kit. Who knows where I would have ended up? Esperanto animals

Twelve Days of a Bali Christmas

Here it is, Christmas again. Looking back over the year, it seems Bali has thrown up the best and worst of what this beautiful island has to offer. But from dengue to surf lessons, and from baby spitting cobras in our yard to some of the best nasi campur tasted ever, Bali still remains our true love.

Christmas in BaliTwelve Days of a Bali Christmas

by Reena Balding
Sung to the tune of The Twelve Days of Christmas.

On the first day of Christmas, my true love gave to me a mosquito that carries dengue.

On the second day of Christmas, my true love gave to me:
2  gamelans
‘n a mosquito that carries dengue.

On the third day of Christmas, my true love gave to me:
3 surfboards
2 gamelans
‘n a mosquito that carries dengue.

On the fourth day of Christmas, my true love gave to me:
4 swimming pools
3 surfboards
2 gamelans
‘n a mosquito that carries dengue.

Tropical treats for SantaOn the fifth day of Christmas, my true love gave to me:
5 COLD BINTANGS
4 swimming pools
3 surfboards.
2 gamelans
‘n a mosquito that carries dengue.

On the six day of Christmas, my true love gave to me:
6 geckos barking
5 COLD BINTANGS
4 swimming pools
3 surfboards
2 gamelans
‘n a mosquito that carries dengue.

On the seventh day of Christmas, my true love gave to me:
7 cobras spitting
6 geckos barking
5 COLD BINTANGS
4 swimming pools
3 surfboards
2 gamelans
‘n a mosquito that carries dengue.

On the eighth day of Christmas, my true love gave to me:
8 strong mojitos
7 cobras spitting
6 geckos barking
5 COLD BINTANGS
A Bali Christmas4 swimming pools
3 surfboards
2 gamelans
‘n a mosquito that carries dengue.

On the ninth day of Christmas, my true love gave to me:
9 Bali bellies
8 strong mojitos
7 cobras spitting
6 geckos barking
5 COLD BINTANGS
4 swimming pools
3 surfboards
2 gamelans
‘n a mosquito that carries dengue.

On the tenth day of Christmas, my true love gave to me:
10 Nasi campur
9 Bali bellies
8 strong mojitos
7 cobras spitting
6 geckos barking
5 COLD BINTANGS
4 swimming pools
3 surfboards
2 gamelans
‘n a mosquito that carries dengue.

On the eleventh day of Christmas, my true love gave to me:
Christmas in the tropics11 roosters crowing
10 Nasi campur
9 Bali bellies
8 strong mojitos
7 cobras spitting
6 geckos barking
5 COLD BINTANGS
4 swimming pools
3 surfboards
2 gamelans
‘n a mosquito that carries dengue.

On the twelfth day of Christmas, my true love gave to me:
12 upacaras
11 roosters crowing
10 Nasi campur
9 Bali bellies
8 strong mojitos
7 cobras spitting
6 geckos barking
5 COLD BINTANGS
4 swimming pools
3 surfboards
2 gamelans
‘n a mosquito that carries dengue.

TRANSLATION NOTE:
upacara = ceremony
Nasi Campur = mix of delicious Balinese food with rice

Aussie Indo teachers in Bali learning from their colleagues

One of the many nice things about living in Bali, and one of the more underrated, is that there are so many conferences held here that every now and again there is one that is really interesting. Last year there was a fantastic meeting of children’s writers and storytellers with writers coming from Asia and Australia. And just a few months ago, Indonesian teachers from Australia gathered in Bali for the Australian Society of Indonesian Language Educators (ASILE) conference.ASILE logo

Teachers from all over Australia came to Bali for the two-day conference on 29-30 September, many staying longer to further improve their language skills. I met teachers from South Australia, Victoria, New South Wales, ACT and Western Australia who ranged from primary school teachers, to high school all the way to university lecturers. The conference was held at IALF‘s headquarters in Denpasar, a comfortable space with enough rooms to accommodate the many parallel sessions.

Challenges ahead

The theme for the conference was Kobarkan Semangatmu: Working Together to Overcome Challenges. Some of the challenges that were discussed included declining numbers of students and schools taking Indonesian, and the end of Australian government programs that had encouraged more teachers to retrain as teachers of Indonesian.

http://www.slideshare.net/wiekegur/the-role-of-ict

I noticed one of the presentations, by Wieke Gur about ICT in teaching BIPA, is available online.

The Indonesian Curriculum for Australian schools was also discussed with the curriculum authors presenting on ‘what lies beneath and where to for teachers.’ It was an interesting presentation and a pity that it wasn’t included on the USB stick that was given in the conference pack.

Strong Indonesian presence

Among the conference attendees were many Indonesian teachers including some from Dyatmika (who presented on their literacy program) and the Green School. Many of the Indonesian-born and educated teachers seemed to have trained as English teachers first, and then switched to teaching Bahasa Indonesia bagi Penutur Asing (BIPA, meaning Indonesian for foreign learners). BIPA seems to be gaining momentum in Indonesia. Since 1999, BIPA teachers and institutions have had a professional association, APBIPA, which is working on the development of a certification program for BIPA teachers.

In fact, George Quinn, chair of the Balai Bahasa Indonesia in the ACT, declared in his opening remarks, “the centre of gravity in the teaching of Indonesian as a foreign language has shifted emphatically to Indonesia itself.” This makes it increasingly important for teachers in Australia to have good links with teachers in Indonesia, which would have been one of the aims of the conference.

Sessions were either in English or Indonesian and 18 of the 28 parallel sessions were presented by Indonesians, which demonstrates the eagerness for the Australian teachers to learn from their native speaker colleagues.

Aussie Indo teachers an interesting bunch

IALF in DenpasarThere is an interesting thing about Indonesian teachers in Australia. The majority are Australian-born whose first language is typically English. In contrast, 90 per cent of Chinese teachers in Australia are native speakers of Chinese. That is not to say that one is better than the other. What teachers may lack in accents and cultural knowledge they could make up with shared culture with their students, plus possibly having the advantage of other teaching experience in Australian schools.

I wondered, though, is this another factor as to why most Australian students currently studying Indonesian are doing so as beginners?

I was impressed with the teachers I met who had trained first in another field and later added on Indonesian. One teacher taught IT, another taught science, and both were able to relate their other area of expertise with teaching Indonesian. Learning Indonesian colours through a science experiment sounded very interesting. The IT teacher, Joyce Tabone, was also full of ideas on how to use IT, specifically iPad apps, to make learning Indonesian more fun.

The best sessions I found were the app session and one on Indonesian traditional games. Both were very useful, full of practical tips, and fun for the participants too.

On the last afternoon the Language Learning Space was launched and looks like an impressive tool to use. It includes a tutorial service for Australian schools provided by IALF.

I was sorry not to be able to join in on the trips to the Green School and STPBI, but it was a great experience to join with a group of enthusiastic teachers who loved what they did and were all eager for ideas on how to improve their teaching.