The teaching of bahasa Indonesia at Primary School level (K-6) is a privileged position. This unique role allows the viewing of a child’s learning abilities from perspectives that are the envy of any classroom teacher, eager to discover the various learning styles and abilities of pupils.

To take just one example, BI teachers have an unrivalled perspective on many aspects of language awareness which underlie the reading process. Simple observations in the classroom can quickly translate into meaningful conversations with classroom teachers, so that BI teachers become fully functioning participants in the learning team, no matter whether their charges are gifted learners or have learning difficulties.

The teaching of bahasa Indonesia in Australian Primary schools enjoyed good press and a high profile until 1999. Since then, many teachers of bahasa Indonesia have often felt marginalized, having to justify their position as well as promoting their subject.

This paper addresses a novel and pragmatic approach to a theoretical framework and shows ways of promoting the teaching of bahasa Indonesia by drawing on aspects of psychology and language awareness, usually implicit in the role of Primary teacher. It seeks to make explicit these aspects in the context of the cultural diversity of Indonesia.
 
 

Biodata:

Pamela Davis (B Soc Sc, M Ed) teaches bahasa Indonesia at St Clare of Assisi Primary School, in Canberra, Australia. This school 650 pupils in grades K-6. Prior to this appointment, she worked as a school psychologist in seven schools in NSW. She has a long standing interest in learning abilities.

tel  +62 361 225243 / 221782 / 221783 fax  +62 361 263509 kipbipa@ialfbali.co.id www.ialf.edu/kipbipa/