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Language of Instruction in Indonesian Bilingual Early Childhood Education

Guardado en:
Udgivet i:Theory and Practice in Language Studies vol. 15, no. 7 (Jul 2025), p. 2193-2200
Hovedforfatter: Rusyana, Enang
Andre forfattere: Resti, Stefani Nawati Eko, Rubyasih, Arina, Koesanto, Stefani Made Ayu Artharini, Rohmah, Raden Utami Nur
Udgivet:
Academy Publication Co., Ltd.
Fag:
Indonesia
Teaching
Students
Dictionaries
Success
Code switching
Indonesian language
Language policy
Questionnaires
Teachers
Early childhood education
Bilingual education
Kindergarten
Medium of instruction
Preschool education
Native language
Children & youth
Bilingualism
Learning
Childhood
Official languages
Language usage
Languages
Education
Code Switching (Language)
Indonesian
Morphemes
Language Skills
Interference (Language)
Learning Processes
Academic Achievement
Language Acquisition
English (Second Language)
Young Children
Communication Skills
Instructional Materials
Language of Instruction
Classroom Techniques
Teaching Skills
Malayo Polynesian Languages
Indonesian Languages
Educational Experience
English
Classroom Environment
Child Language
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Resumen:Abstract-More than 700 languages are spoken in Indonesia. However, based on the 1945 Constitution, Chapter XV, Article 36, the state language is Indonesian. Therefore, Indonesian is the official teaching language at all levels of education, including the early childhood education (ECE) level. However, this provision is challenging to implement because many young children in Indonesia do not understand Indonesian; they generally speak their mother tongue instead. For example, in West Java, Sundanese is considered the mother tongue and is spoken by most of the population. Consequently, ECE teachers are required to develop strategies to fulfil the requirements for using Indonesian as the language of instruction for students who do not understand Indonesian. The ECE teachers' strategy is to use Indonesian as the language of instruction in accordance with stipulations but incorporate Sundanese so that their students can understand what they are conveying. Implementing this strategy involves code mixing and code switching between Indonesian and Sundanese. ECE teachers follow these methods not to alter the grammar of the two languages but to provide a bridge for their students to understand the teaching material and eventually be able to speak Indonesian.
ISSN:1799-2591
2053-0692
DOI:10.17507/tpls.1507.11
Fuente:Education Database