{"id":24536,"date":"2021-08-31T09:43:10","date_gmt":"2021-08-30T23:43:10","guid":{"rendered":"https:\/\/aiya.org.au\/?p=24536"},"modified":"2021-08-31T09:46:05","modified_gmt":"2021-08-30T23:46:05","slug":"covid-19-and-the-changing-face-of-in-country-immersion","status":"publish","type":"post","link":"https:\/\/aiya.org.au\/id\/2021\/08\/31\/covid-19-and-the-changing-face-of-in-country-immersion\/","title":{"rendered":"COVID-19 and the Changing Face of In-country Immersion"},"content":{"rendered":"\n

Written by Patrick Moran- AIYA National Blog Editor<\/em><\/p>\n\n\n\n

Translated by Gabriella Pasya<\/em>– AIYA National Translator <\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

COVID-19 has posed numerous challenges across the globe. The pandemic and its associated restrictions have changed the way we work, study, socialise, and interact.<\/p>\n\n\n\n

For Australians studying Indonesian, this has been a difficult, and isolating experience. A field of study which is built upon interaction, engagement, and conversation, has been altered significantly. <\/p>\n\n\n\n

Where students of Indonesian previously engaged with language through immersive travel experiences, the COVID situation has put this on hold. Passports remain in drawers, and students interact behind computer screens.<\/p>\n\n\n\n

So how important is this shift? What are the consequences, and why does in-country immersion matter?<\/p>\n\n\n\n

In pursuit of answers to these questions, I interviewed Liam Prince, Consortium Director of ACICIS, an organisation which implements in-country immersion experiences for Australian students of Indonesian.<\/p>\n\n\n\n

<\/p>\n\n\n\n

Impact on Program Delivery<\/strong>  <\/p>\n\n\n\n

Prior to the pandemic, ACICIS was renowned for its delivery of in-country experiences, providing opportunities for students to enhance their knowledge of the Indonesian language, whilst simultaneously engaging with culture, and fostering connections. <\/p>\n\n\n\n

Since the pandemic began, ACICIS programs have been delivered online; an entirely new and uncharted territory for the organisation. These programs include six-week Professional Practicums, and Indonesian Language Short Courses.<\/p>\n\n\n\n

Professional Practicum programs in fields such as Agriculture, Business and Journalism remain largely unchanged, except for the method of delivery. Such programs involve students participating in a two-week language course, and four-week professional placement.<\/p>\n\n\n\n

\u201cWe didn\u2019t try to reinvent the wheel from a structural point of view\u201d, Mr Prince said.<\/p>\n\n\n\n

\u201cThe structure and the content- we haven\u2019t changed a lot.\u201d<\/p>\n\n\n\n

Despite this, the experience is markedly different.<\/p>\n\n\n\n

\u201cStudents are trying to project their imagination through a screen into Indonesia\u2026 that\u2019s got to be a qualitatively different experience\u201d, he said.<\/p>\n\n\n\n

\u201cThe realist in me thinks that it can\u2019t be as good an experience.\u201d<\/p>\n\n\n\n

\"\"
In-country Indonesian studies have been put on hold by the pandemic. Image: Ahmad Syahrir (Pexels)<\/em><\/figcaption><\/figure>\n\n\n\n

Declining Indonesian Studies<\/strong><\/p>\n\n\n\n

The shift to remote learning comes after a prolonged period of decline<\/a> in the study of Indonesian amongst Australian students.<\/p>\n\n\n\n

Mr Prince said that the decline has been \u201csteady, incremental, and inevitable\u201d, estimating that numbers have dropped from 2000 students in 2001, to 700 in 2019- before the pandemic took hold.<\/p>\n\n\n\n

Whilst the number of students studying Indonesian in the COVID-era is unclear, demand for ACICIS programs has reduced to 60% of pre-pandemic levels in light of the move to online learning.<\/p>\n\n\n\n

\u201cA place like Indonesia, which was already remote in the imagination of most Australians\u2026 has receded even further into the distance\u201d, he said.<\/p>\n\n\n\n

\u201cThe headline effect of the pandemic (in Australia) has been to turn Australia in on itself.\u201d<\/p>\n\n\n\n

\u201cIf we were a smart country, we\u2019d use this time (to develop language skills).\u201d<\/p>\n\n\n\n

<\/p>\n\n\n\n

Why is this important?<\/strong><\/p>\n\n\n\n

Mr Prince emphasised the individual and collective benefits of Australians learning Indonesian.<\/p>\n\n\n\n

\u201cThe process of learning a language has enormous potential for self-discovery and self-realisation\u201d, he said.<\/p>\n\n\n\n

\u201cIndonesia is important to Australia because of the facts of geography and demography.\u201d<\/p>\n\n\n\n

\u201cHaving more individuals that have walked that path\u2026 is good for the body politic, it\u2019s good for the citizenry.\u201d<\/p>\n\n\n\n

In-country immersion enhances this experience.<\/p>\n\n\n\n

\u201cThere might be some examples of people who have managed to end up with really high competency in Indonesian language without doing that (in-country immersion), but I haven\u2019t met them.\u201d<\/p>\n\n\n\n

\u201cYou have to be a drongo not to incorporate some bit of in-country learning into your language major.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

Written by Patrick Moran- AIYA National Blog Editor Translated by Gabriella Pasya– AIYA National Translator COVID-19 has posed numerous challenges across the globe. The pandemic and its associated restrictions have […]<\/p>\n

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