Bahasa Gado-Gado in Indonesian Popular Texts: Expanding Indonesian Identities through Code-Switching with English

Autor/in	Martin, Nelly
Titel	Bahasa Gado-Gado in Indonesian Popular Texts: Expanding Indonesian Identities through Code-Switching with English
Quelle	(2017), (236 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3550-4929-9
Schlagwörter	Hochschulschrift; Dissertation; Correlation; Indonesian; Social Change; Laws; Popular Culture; Self Concept; English (Second Language); Code Switching (Language); Official Languages; Language Usage; Printed Materials; Films; Language Planning; Monolingualism; Discourse Analysis; Sociolinguistics; Social Influences; Cultural Influences; Written Language; Language Research; Second Language Learning; Foreign Countries + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Korrelation; Sozialer Wandel; Law; Recht; Popkultur; Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Sprachgebrauch; Film; Sprachwechsel; Diskursanalyse; Soziolinguistik; Sozialer Einfluss; Cultural influence; Kultureinfluss; Geschriebene Sprache; Sprachforschung; Zweitsprachenerwerb; Ausland
Abstract	This study explores the relationship between language selection and identity construction in contemporary Indonesia through an examination of the function of English, a language that still receives stigma from many Indonesians and the government, particularly in Indonesian popular texts published after 1998. Utilizing hybrid critical approaches and interpretive textual analysis, I examine how the socio-political situation has influenced language selection in the period following Suharto's rule (1966-1998), popularly known as the Reformasi era. During both the Suharto (the New Order era) and the post-Suharto (the Reformasi) eras, language use has been central to the construction of a government-imposed national identity. During the New Order era, the authoritarian government passed a language law and other laws to regulate language use in printed and cinematic works. The attitude of the current government in the Reformasi era towards bahasa gado-gado, however, still imitates the New Order era by restricting the use of English and reinforcing the use of Indonesian as the official language. Currently, both the government and many Indonesians see the use of English in otherwise Indonesian texts as a sign of interference with the national identity. In this light, the top-down approach constructs national identity as homogenous, while popular texts demonstrates that Indonesian identities are in fact multi-faceted. Although bahasa gado-gado often receives social censure, I argue that its use does not make its speakers "un-Indonesian" but rather functions as a strategic mechanism to expand our understanding of what it means to be Indonesian. I shed light on bahasa gado-gado as a strategic mechanism of resistance toward policies and social norms that privilege monolingualism. My project contributes to existing research on Indonesian popular culture within literary and cultural studies, adding a new focus on discourse analysis that combines social, political, and cultural perspectives with sociolinguistic analysis. In addition, my project contributes to a small but growing body of literature on written code-switching, which has been less researched than oral code-switching in the field of Second Language Acquisition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01