Ika Lestari Damayanti, Diah Royani Meisani
This chapter aims to examine English language teacher education at the primary level in Indonesia. It highlights recent policy developments guiding English instruction in primary school and pedagogical innovations for teaching English to young learners. The discussion includes teaching policy evolution from the 1950s to current English instructional practices. It further investigates the existing literature concerning pedagogical innovations in teaching English to young learners and explores professional development programs designed to prepare teachers for this role. The pedagogical innovations we identified include the update of curriculum content in English to Young Learners (EYL) courses for pre-service teachers, new approaches for primary English teacher education, development of primary English teachers’ TPACK, and sustainable professional learning programs. Although these advancements reflect Indonesia’s commitment to English educational development at the primary level, significant challenges persist, including the gap between theoretical knowledge and practical application, unequal opportunities for professional development, and disparities in teacher qualifications. Finally, the chapter underscores the need for continuous improvement in teacher training and equitable access to professional growth opportunities. © 2026 selection and editorial matter, Subhan Zein and Fuad Abdul Hamied; individual chapters, the contributors.
English Education Study Program, Universitas Pendidikan Indonesia (UPI), Indonesia; Universitas Brawijaya, Indonesia
