This open access book presents studies of language use in Indonesia, focusing on children and youth. It reports on developments in the use of language for narrative production and within the realm of popular culture and traditional cultural practices in Indonesia. Through studies that include cohesion in narrative production, language in radio advertising, naming practices and formulaic prohibitions in Javanese, and speech presentation in popular fiction, the book provides insights into how sociocultural changes are reflected in language. This book is a useful resource for students and scholars conducting research on language and cultural practices in Indonesia, particularly in relation to children and young people.

This open access book presents studies of language use in Indonesia, focusing on children and youth. It reports on developments in the use of language for narrative production and within the realm of popular culture and traditional cultural practices in Indonesia. Through studies that include cohesion in narrative production, language in radio advertising, naming practices and formulaic prohibitions in Javanese, and speech presentation in popular fiction, the book provides insights into how sociocultural changes are reflected in language. This book is a useful resource for students and scholars conducting research on language and cultural practices in Indonesia, particularly in relation to children and young people.

Slang Across Societies is an introductory reference work and textbook which aims to acquaint readers with key themes in the study of youth, criminal and colloquial language practices. Focusing on key questions such as speaker identity and motivations, perceptions of use and users, language variation, and attendant linguistic manipulations, the book identifies and discusses more than 20 in-group and colloquial varieties from no fewer than 16 different societies worldwide. Suitable for advanced undergraduate and postgraduate students working in areas of slang, lexicology, lexicography, sociolinguistics and youth studies, Slang Across Societies brings together extensive research on youth, criminal and colloquial language from different parts of the world.

Most journal articles, edited volumes and monographs on youth language practices deal with one specific variety, one geographical setting, or with one specific continent. This volume bridges these different studies and approaches youth language from a much broader angle: A global framework and a diversity of methodologies enables a wider perspective that gives room to comparisons of youth's manipulative speech and linguistic agency, transnational communicative practices and language contact scenarios. Combining insights into sociolinguistic and structural features of youth registers, sociolects and manipulative speech, the volume includes case studies from Asia (Indonesia), Australia and Oceania (Arnhem Land, New Ireland), South America (the Amazon, Chile, Argentina), Europe (Germany, Spain) and Africa (Uganda, Nigeria, DR Congo, Central African Republic, South Africa). It expands on existing publications and offers a more comparative and global approach, without a division of youth's strategies in terms of geographical space or language family. This collection, including a conceptual introduction, is of interest to scholars from several linguistic subfields, working in different regional contexts and may also interest sociologists and anthropologists working in the field of adolescence and youth studies.

This volume includes chapters by junior and senior scholars hailing from Europe, Asia, North America, and Oceania, all of whom sought to understand the social and cultural implications surrounding how people take responsibility for the ways they speak or write in relation to a place—whether it is one they have long resided in, recently moved to, or left a long time ago. The contributors to the volume investigate ‘responsibility’ in and through language practices as inspired by the roots of the (English) word itself: the ability to respond, or mount a response to a situation at hand. It is thus a ‘responsive’ kind of responsibility, one that focuses not only on demonstrating responsibility for language, but highlighting the various ways we respond to situations discursively and metalinguistically. This sort of responsibility is both part of individual and collectively negotiated concerns that shift as people contend with processes related to globalization.

[Truncated abstract] The Indonesian language has gradually penetrated communities which predominantly speak ethnic languages since its adoption to be the only official national language. This situation results in language contact, and thus bilingual communities emerge. Due to unbalanced institutional supports through language policy, the declining use of local languages has been underway across the nation. This study focuses on children's language in a bilingual community in East Java, Indonesia. The children have been chosen as they are potential agents to determine the future of Javanese. The study has three goals: to determine Javanese children's language proficiency; to relate the children's social networks with language use; and to reveal the children's attitudes towards Javanese. Moreover, these three aspects have been investigated in three different locations: a big city, a small town and a village. Both quantitative and qualitative approaches have been employed. The instruments used were tests, questionnaires, observation and interviews. Methods to elicit data from the sample group, (70 Javanese children aged between 9 11), were carefully designed with the children s interest in mind. Some of the instruments were produced using colourful comic-strip pictures to increase their appeal. Questionnaires in Javanese and Indonesian were provided as for attitude measurement. Questionnaires were also given to their parents to understand the linguistic situation across generations. The findings of the study show that the children's reported overall proficiency in Indonesian is very high (3.9 from four-level scales), whereas their Javanese proficiency was at 3.1 which are consistent with the result of the test. The children s decreasing ability in Javanese is detected across generations. Another finding is that most Javanese children reported not being able to manipulate Javanese speech levels properly: they were 'good' at ngoko but their ability in krama and madya was at the 'little' level, as confirmed by their translation work. The findings also indicate that the city children have become 'dominant bilingual': their ability in Indonesian is greater than Javanese. Apparently, intergenerational language transmission does not work naturally, particularly among Javanese families in the city. Most of the city children reported using Indonesian as their first language. Most village children, on the other hand, reported using Javanese; most town children reported using both languages. Javanese parents provided various reasons for designating a home and first language for their children: emblematic, strategic, pragmatic and others. Those who promote Javanese claim that it is a symbol of ethnicity, a language associated with noble value and politeness. Those who use Indonesian, on the other hand, argue that Indonesian is the national language: as a unifying language and as a symbol of national identity. In addition, they relate Indonesian with modernity, education, future career, effective communication and prestige. Factors including language proficiency, first and home languages may influence children's language use in their social networks to an extent. For thirteen types of interlocutors, likely to be encountered in the home, school and public domains, most city children reported using Indonesian...

"Preparing Indonesian Youth: A Review of Educational Research offers insights into the challenges and prospects in preparing Indonesian youth for 21st century living. The chapters feature empirically-based case studies focusing on three aspects of education in Indonesia: teaching and teachers; school practices, programs, and innovations; and the social contexts of youth and education. The case studies also represent different vantage points contributing to an enriched understanding of how larger social phenomenon-for example, education decentralisation in Indonesia (rural-urban and transnational) migration, international assessments, and the global feminist and women's movement-impact and interact with enacted visions of preparing all youth educationally for work, as well as for meaningful participation in their respective communities and the Indonesian society at large. Contributors are: Anindito Aditomo, Hasriadi Masalam, Juliana Murniati, Ahmad Bukhori Muslim, Wahyu Nurhayati, Shuki Osman, Margaretha Purwanti, Esti Rahayu, Ila Rosmilawati, Andrew Rosser, Widjajanti M. Santoso, Anne Suryani, Aries Sutantoputra, Novita W. Sutantoputri, Isabella Tirtowalujo, Nina Widyawati and David Wright"--