English Teacher Education in the Archipelagic Multilingual Ecology of the Kei Islands: A Context-Responsive Framework
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Preparing English teachers in the Kei Islands requires a model that reflects both multilingual life and the practical realities of learning across islands. This integrative review brings together 18 scholarly sources addressing multilingual pedagogy, English education in Indonesia, language relations in Maluku, and the maintenance of Veveu Evav. The sources were compared and analysed using qualitative thematic synthesis. The analysis identified four design priorities: using students’ full linguistic repertoires strategically, treating local language and identity as curriculum resources, accommodating mobility and unequal connectivity, and developing teachers’ capacity for contextual inquiry. These priorities inform a new conceptual model, the Kei Archipelagic Multilingual English Teacher Education (KAM-ELTE) framework. Its components are repertoire-aware pedagogy, place-based materials, mobility-sensitive multimodality, and community-engaged inquiry. Rather than presenting English and Veveu Evav as competing choices, the framework treats English as an additional means of academic and professional communication within an ecology that continues to value Indonesian and local-language knowledge. It offers a foundation for curriculum development and future participatory validation in English teacher education programmes in Tual and Maluku Tenggara.
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