Reflection and feedback

Reflection and feedback should be built into the learning experience in order to inform teaching and learning:

• Allow time at the end of each session working on the learning object for students to reflect (in English) on their experiences and the strategies they are using to understand the language of bargaining for example, or interesting points that they are learning. You may do this orally or have students keep a brief journal.

• In groups or as a class, ask students to reflect on the structure of Indonesian and English language systems, and compare, for example, price per kilo (sekilo), phrases describing frequency eg times per month (kali sebulan), qualifiers or how amounts of things are indicated (bunch / bungkus, stick / batang); how things are compared in each language (comparatives and superlatives).

• Have students self-assess and peer-assess during the process of preparing and presenting role plays.

• Ask students to consider the following questions:

  • In what ways are Indonesian food markets the same as Australian food markets? In what ways are they different? Why might this be so?

  • What are the similarities and differences in English and Indonesian language used in the market setting?

  • Why are so many of the stall holders in the Indonesian food market women? How does this compare with Australia?

  • Does location (climate and geography) have an effect on the way food is bought and sold? Why?

  • Other questions that are not answered within the learning object For example, Do the stallholders have to pay rent for their stalls? Are Indonesian markets the same all over Indonesia? How could we find out?

Beyond the scope of this set of teacher resources, there are other issues and questions that students could explore and discuss. These include:
 

• The environmental consequences of changing patterns of agriculture and food production. What is 'sustainable' food production? There are excellent resources available on changing patterns of shrimp production, traditional patterns of agriculture eg raising fish, ducks and rice together, plantation farming, transmigration etcetera.
   

• The social consequences of some economic development  - for example, offshore fishing platforms (jermal) and child labour.
   

• Introduced species – from way back this has been a 'two way street' with spices and other species of plants travelling the world, as well as new species now finding their way into Indonesia.
   

• Changing methods of packaging, the introduction of plastic and resultant pollution.
   

• Rice as a staple food – compare rice growing and consumption in Australia and Indonesia. NB: Australian rice is eaten all over the world!
   

• Changing eating patterns as popular western culture 'invades' Asia. For example, carbonated drinks; fast food outlets vs local markets or pedagang kaki lima.
   

• Food proscriptions and religion - what cultural and religious taboos are there on eating different foods and what effect does that have?