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The role of learning regional, indonesian, And english language in developing sustainable cultural tourism (Proceeding/prosiding) https://drive.google.com/file/d/0B0uNqoBLtJGvNmg4RmxzWFlrTlc3WFI4TlFuMVVOMGRWV1VZ/view
The elimination of English from the 2013 Curriculum of primary school-level of education gets various reactions from the society. The cons state that English has to be learned at early age because it is a global era. People go everywhere and meet people from many parts of the world easily and the easiest way is using English as a tool for communication. The pros state that character building is more important than learning language so that there is an idea that first children learn the Regional Language (henceforth RL) as their mother tongue, and then Indonesian Language (IL) as the national language then learning English. This article is an attempt to discuss when children best learn the first, the second and third languages. In relation to the learning the three languages at primary schools, the mastery of multi languages will be of a significant contribution to the development of sustainability of cultural tourism of a country. RL as a cultural identity, and IL as a national identity are the sources of knowledge and self identity as Indonesian. English is needed for the sake of science and technology and international communication. Various methods of how the three languages are learned at primary schools have to be seriously considered. Cultural tourism as one of the medium for learning languages is expected to be able to bridge the pros and the cons. Cross cultural travels, international camps, and other international activities will strengthen attempts to learn those three languages.
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