Ariatna
This chapter examines the rationale behind various curriculum approaches to English language education in Indonesia. It starts with a historical look at English curricula, tracking their development from the nation’s independence to recent times. This overview serves as a framework for delving into key issues, such as English’s absence from elementary education under the 2013 Curriculum and its subsequent reintroduction in the Merdeka Curriculum. These transitions demonstrate changing priorities in language education and their implications for teaching strategies and learning outcomes. The chapter also delves into broader themes, focusing on how national goals, socio-cultural contexts, and globalization demands have influenced curriculum policies. It assesses the problems and possibilities posed by these changes, taking into account their impact on learners’ linguistic and cultural competencies. In its concluding section, the chapter makes practical recommendations for future policy initiatives. These ideas attempt to increase the quality of English language education in Indonesia, with an emphasis on integrating multilingual education into the national curriculum. This approach is seen as critical for developing students’ ability to traverse local, national, and global contexts while maintaining cultural identity and embracing the country’s linguistic diversity. © 2026 selection and editorial matter, Subhan Zein and Fuad Abdul Hamied; individual chapters, the contributors.
Universitas Negeri Medan, Indonesia
