Irwansyah, Dedi (2025) Positioning ELT in Islamic schools: Insights from Indonesian madrasah and pesantren. In: Researching English T ching English Teacher De eacher Development and Classr elopment and Classroom Instruction in Indonesian Madrasahs and Pesantren. World Learning Publication, pp. 47-70.

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Abstract

The heterogeneousness of Islamic education might be a new and exciting academic arena in the contemporary field of English language teaching (ELT). As a subset of Islamic education, Indonesian madrasah and pesantren nowadays not only equip their students with classical Islamic sciences but also with English language proficiency. The inclusion of English into the madrasah and pesantren’s curriculum is not free from ideological and cultural challenges. When not tackled wisely, the challenges could hinder rather than facilitate ELT in such an institutional context. Supported by empirical data acquired through a questionnaire, group discussion, and personal interviews with eight English teachers of Indonesian madrasah and pesantren, this chapter specifically aims to portray: (1) the English practitioners’ perspectives related to English Language Teacher Training (ELTT) in Indonesian madrasah and pesantren during and after attending a teacher development program (TDP) sponsored by the U.S. Embassy in Jakarta, and (2) the plausible conceptual connection between ELTT and the Islamic educational tradition. This chapter oJers an alternative insight to make ELTT more acceptable for the context of Indonesian madrasah and pesantren, in particular, and in the context of Islam-aJiliated schools, in general.

Keywords: ELT, madrasah, pesantren, practitioner perspective, specialist language

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