Negotiating Language Policy and Local Practice: Multilingual Challenges in a Sundanese Classroom in Indonesia
Keywords:
Education, Language Identity, Language Policy, Multilingual Classroom, Translanguaging
Abstract
This article explores how Indonesia’s national language policy—which designates Bahasa Indonesia as the primary medium of instruction—is negotiated within local classroom practices in a Sundanese-speaking context. The study was conducted at SMP Negeri 3 Simpenan, Sukabumi, West Java, employing a qualitative case study design. Data were collected through classroom observations, in-depth interviews with teachers and students, and curriculum document analysis. Thematic analysis was applied to identify patterns of interaction between Bahasa Indonesia and Sundanese in the learning process. Findings reveal both tension and adaptation between formal policy and local practice. Teachers often relied on Sundanese to clarify complex materials, while official instructions remained in Bahasa Indonesia. Students were more responsive to Sundanese in everyday interactions but also acknowledged the importance of mastering Bahasa Indonesia. Translanguaging strategies—dynamic shifts between languages—proved effective in enhancing conceptual understanding while maintaining students’ linguistic identity. The study underscores that national policy is not rejected but rather adapted through context-sensitive local practices. The novelty of this research lies in its focus on the interaction between national and local languages in classroom settings, an underexplored area compared to studies emphasizing Bahasa Indonesia and foreign languages. By presenting the Sundanese context, the study highlights Indonesia’s broader multilingual realities and advocates for more flexible language policies. This research contributes to the fields of education, language, and literature by providing empirical evidence of translanguaging as a pedagogical strategy and recommending policies responsive to local linguistic needs.
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References
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Hornberger, N. H. (2022). Researching and teaching (with) the continua of biliteracy. 1(1), 108–133. https://doi.org/doi:10.1515/eduling-2021-0004
Le, M. D., Nguyen, H. T. M., & Burns, A. (2021). English primary teacher agency in implementing teaching methods in response to language policy reform: a Vietnamese case study. Current Issues in Language Planning, 22(1–2), 199–224. https://doi.org/10.1080/14664208.2020.1741209
Liando, N. V. F., Dallyono, R., Tatipang, D. P., & Lengkoan, F. (2023). Among English, Indonesian and local language: Translanguaging practices in an Indonesian EFL classroom. Indonesian Journal of Applied Linguistics, 13(1), 204–216. https://doi.org/10.17509/ijal.v13i1.58270
Lin, S. H.-C., & Leung, A. H.-C. (2024). ESL classroom interactions in a translanguaging space. 15(6), 2397–2425. https://doi.org/doi:10.1515/applirev-2022-0202
Mitchell, G., Chojimah, N., & Nurhayani, I. (2022). Directions for Indonesian Language Policy in Education: Towards A Translingual Perspective. NOBEL: Journal of Literature and Language Teaching, 13(2), 271–292. https://doi.org/10.15642/NOBEL.2022.13.2.271-292
Muslim, Ahmad B, Suherdi, Didi, & Imperiani, Ernie D A. (2022). Linguistic hegemony in global recognition: English-mediated internationalisation at Indonesian higher education institutions. Policy Futures in Education, 20(7), 796–811. https://doi.org/10.1177/14782103211037285
Nassaji, Hossein. (2021). Effect sizes in quantitative and qualitative research. Language Teaching Research, 25(5), 681–684. https://doi.org/10.1177/13621688211040882
Nguyen, H. L. T., & Nguyen, H. T. M. (2024). Coercive Conditions and Strategic Compliance: Vietnamese EFL Teacher Identity Construction and Neoliberal Values. Journal of Language, Identity & Education, 12(1), 1–19. https://doi.org/10.1080/15348458.2024.2392279
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Prilutskaya, M. (2021). Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages, 6(4), 180. https://doi.org/10.3390/languages6040180
Puspitasari, Y., Zid, M., & Hardi, O. S. (2021). The Implementation of Teacher Strategies in Maintaining Sundanese Culture in the Senior High School Region I West Java. Jurnal Geografi Gea, 21(1), 50–57. https://doi.org/10.17509/gea.v21i1.32059
Putra, I. G. A. C. S., & Tustiawati, I. A. M. (2024). Language Attitudes and Practices in Multilingual Setting: A Case Study of University Students in Bali. Lingua Cultura, 18(1), 89–96. https://doi.org/10.21512/lc.v18i1.11506
Putra, J. R., & Musigrungsi, S. (2022). Indonesian EFL Teachers’ Beliefs about Incorporating Cultural Aspects in Their Multilingual and Multicultural EFL Classrooms. 3L The Southeast Asian Journal of English Language Studies, 28(1), 75–89. https://doi.org/10.17576/3L-2022-2801-06
Putrawan, G. E. (2022). Translanguaging Practices in EFL Classrooms: Evidence from Indonesia. CaLLs (Journal of Culture, Arts, Literature, and Linguistics), 8(1), 69. https://doi.org/10.30872/calls.v8i1.7973
Rulyandi, R., Hafiz, H. S., Haris, A., & Nasri, U. (2024). Indonesian Language Education as an Agent of Social Change: Sociological and Religious Approaches. Scholars International Journal of Linguistics and Literature, 7(03), 67–72. https://doi.org/10.36348/sijll.2024.v07i03.001
Sakhiyya, Z., & Martin-Anatias, N. (2023). Reviving the language at risk: a social semiotic analysis of the linguistic landscape of three cities in Indonesia. International Journal of Multilingualism, 20(2), 290–307. https://doi.org/10.1080/14790718.2020.1850737
Shepherd, E., & McEntee-Atalianis, L. (2021). Constraints of hierarchy on meso-actors’ agency: evidence from Vietnam’s educational language policy reform. Current Issues in Language Planning, 22(1–2), 180–198. https://doi.org/10.1080/14664208.2020.1716577
Siregar, I. (2023). The Role of Language in a Dynamic Situation of Globalization. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 5(1), 49–59. https://doi.org/10.33258/biolae.v5i1.868
Suherman, I., Fauziah, S. P., Roestamy, M., Bilad, M. R., Abduh, A., & Nandiyanto, A. B. D. (2023). How to Improve Student Understanding in Learning Science by Regulating Strategy in Language Education? Definition, Factors for Enhancing Students Comprehension, and Computational Bibliometric Review Analysis. International Journal of Language Education, 7(3), 527–562. https://doi.org/10.26858/ijole.v7i3.56014
Sukamto, K. E., Nicolau, M. F. S., Rani, K. R. V., & Sugiyanta, S. (2021). Language use, language attitude, and identity: Perceptions of high school students attending an international school in Jakarta. Studies in English Language and Education, 8(1), 381–396. https://doi.org/10.24815/siele.v8i1.17608
Susanto, G., Pickus, D., Espree-Conaway, D., Suparmi, Rusiandi, A., & Noviya, H. (2024). Indonesian language policy and perspectives on its implementation in promoting Bahasa Indonesia as an international language. Cogent Arts & Humanities, 11(1), 2364511. https://doi.org/10.1080/23311983.2024.2364511
Sutrisno, D. B. (2023). Multilingualism & Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms. Journal of Languages and Language Teaching, 11(3), 547. https://doi.org/10.33394/jollt.v11i3.8265
Tiawati, R. L., Bidin, A. Bin, & Baba, S. (2023). How the Language Competence of International Students is Culturally Oriented When Learning Indonesian Language. Studies in Media and Communication, 11(6), 80–89. https://doi.org/10.11114/smc.v11i6.6020
Turnbull, D., Chugh, R., & Luck, J. (2021). Learning management systems: a review of the research methodology literature in Australia and China. International Journal of Research & Method in Education, 44(2), 164–178. https://doi.org/10.1080/1743727X.2020.1737002
Wan, Z., & Gao, X. (Andy). (2021). ‘Home away from home’: understanding Chinese parents’ ideological beliefs and involvement in international school students’ language learning. Current Issues in Language Planning, 22(5), 495–515. https://doi.org/10.1080/14664208.2021.1882767
Wongso, W., Joyoadikusumo, A., Buana, B. S., & Suhartono, D. (2023). Many-to-Many Multilingual Translation Model for Languages of Indonesia. IEEE Access, 11, 91385–91397. https://doi.org/10.1109/ACCESS.2023.3308818
Yoon, B., & Uliassi, C. (2022). “Researcher-As-Instrument” in Qualitative Research: The Complexities of the Educational Researcher’s Identities. The Qualitative Report, 27(4), 1088–1102. https://doi.org/10.46743/2160-3715/2022.5074
Yusra, K., Lestari, Y. B., & Hamid, M. O. (2022). Teacher agency and the implementation of CEFR-like policies for English for tourism and hospitality: insights from local vocational high schools in Indonesia. Current Issues in Language Planning, 23(3), 233–253. https://doi.org/10.1080/14664208.2021.1965739
Aji, A. F., Winata, G. I., Koto, F., Cahyawijaya, S., Romadhony, A., Mahendra, R., Kurniawan, K., Moeljadi, D., Prasojo, R. E., Baldwin, T., Lau, J. H., & Ruder, S. (2022). One Country, 700+ Languages: NLP Challenges for Underrepresented Languages and Dialects in Indonesia. Proceedings of the 60th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), 7226–7249. https://doi.org/10.18653/v1/2022.acl-long.500
Andayani, E. S. (2022). The importance of learning and knowing English in higher education in Indonesia. Research and Development Journal Of Education, 8(1), 372–379. http://dx.doi.org/10.30998/rdje.v8i1.13315
Arono, Yunita, W., & Diani, I. (2023). Conditions for Learning Regional Languages that are Almost Extinct in the Outer Islands of Indonesia. In Proceedings of the 3rd International Conference on Educational Science and Teacher Profession (ICETeP 2021) (pp. 3–14). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-19-0_2
Bhangu, S., Provost, F., & Caduff, C. (2023). Introduction to qualitative research methods – Part I. Perspectives in Clinical Research, 14(1), 39–42. https://doi.org/10.4103/picr.picr_253_22
Bonacina-Pugh, F., da Costa Cabral, I., & Huang, J. (2021). Translanguaging in education. Language Teaching, 54(4), 439–471. https://doi.org/DOI: 10.1017/S0261444821000173
Canals, L. (2022). The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges. System, 105, 102721. https://doi.org/10.1016/j.system.2022.102721
Carroll, K. S. (2022). Translanguaging for transformation. In Linguistic Identities in the Arab Gulf States (pp. 183–197). Routledge. https://doi.org/10.4324/9781003149637-15
Cenoz, Jasone, & Gorter, Durk. (2022). Pedagogical Translanguaging and Its Application to Language Classes. RELC Journal, 53(2), 342–354. https://doi.org/10.1177/00336882221082751
Dutton, Janet, & Rushton, Kathleen. (2020). Using the translanguaging space to facilitate poetic representation of language and identity. Language Teaching Research, 25(1), 105–133. https://doi.org/10.1177/1362168820951215
Emilia, E., & Hamied, F. A. (2022). Translanguaging Practices in a Tertiary EFL Context in Indonesia. TEFLIN Journal: A Publication on the Teaching and Learning of English, 33(1), 47. https://doi.org/10.15639/teflinjournal.v33i1/47-74
Fernández, L. M. P. (2024). Language Policies and Their Impact on Translanguaging Practices. In L. M. Pérez Fernández (Ed.), Translanguaging in Multicultural Societies (pp. 39–52). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-74145-6_4
Fitriati, S. W., & Rata, E. (2021). Language, Globalisation, and National Identity : A Study of English-Medium Policy and Practice in Indonesia. Journal of Language, Identity & Education, 20(6), 411–424. https://doi.org/10.1080/15348458.2020.1777865
Flynn, Erin Elizabeth, Hoy, Selena L, Lea, Jessica L, & García, Mónica A. (2019). Translanguaging through story: Empowering children to use their full language repertoire. Journal of Early Childhood Literacy, 21(2), 283–309. https://doi.org/10.1177/1468798419838569
Froiland, John Mark. (2020). A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets. School Psychology International, 42(2), 103–131. https://doi.org/10.1177/0143034320981393
Galante, A. (2024). Translanguaging drama: embracing learners’ perezhivanie for embodiment of the repertoire. International Journal of Bilingual Education and Bilingualism, 27(9), 1258–1270. https://doi.org/10.1080/13670050.2022.2069460
Hanifah, I., Indra Dewi, F., Arifah, D., & Anjsmara, A. (2024). Language Development Design Based on Analysis of Sundanese Language Interference in Indonesian Language Learning. Jurnal Ilmiah Bina Bahasa, 18(1), 64–76. https://doi.org/10.33557/3y5ctp93
Herawati, P. K. (2022). Students’ Attitudes Toward Languages. Prosiding Konferensi Linguistik Tahunan Atma Jaya (KOLITA), 20(20), 262–270. https://doi.org/10.25170/kolita.20.3803
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28(1), 201–230. https://doi.org/10.1177/13621688211001289
Ho, W. Y. J., & Tai, K. W. H. (2024). Translanguaging in digital learning: the making of translanguaging spaces in online English teaching videos. International Journal of Bilingual Education and Bilingualism, 27(9), 1212–1233. https://doi.org/10.1080/13670050.2021.2001427
Hornberger, N. H. (2022). Researching and teaching (with) the continua of biliteracy. 1(1), 108–133. https://doi.org/doi:10.1515/eduling-2021-0004
Le, M. D., Nguyen, H. T. M., & Burns, A. (2021). English primary teacher agency in implementing teaching methods in response to language policy reform: a Vietnamese case study. Current Issues in Language Planning, 22(1–2), 199–224. https://doi.org/10.1080/14664208.2020.1741209
Liando, N. V. F., Dallyono, R., Tatipang, D. P., & Lengkoan, F. (2023). Among English, Indonesian and local language: Translanguaging practices in an Indonesian EFL classroom. Indonesian Journal of Applied Linguistics, 13(1), 204–216. https://doi.org/10.17509/ijal.v13i1.58270
Lin, S. H.-C., & Leung, A. H.-C. (2024). ESL classroom interactions in a translanguaging space. 15(6), 2397–2425. https://doi.org/doi:10.1515/applirev-2022-0202
Mitchell, G., Chojimah, N., & Nurhayani, I. (2022). Directions for Indonesian Language Policy in Education: Towards A Translingual Perspective. NOBEL: Journal of Literature and Language Teaching, 13(2), 271–292. https://doi.org/10.15642/NOBEL.2022.13.2.271-292
Muslim, Ahmad B, Suherdi, Didi, & Imperiani, Ernie D A. (2022). Linguistic hegemony in global recognition: English-mediated internationalisation at Indonesian higher education institutions. Policy Futures in Education, 20(7), 796–811. https://doi.org/10.1177/14782103211037285
Nassaji, Hossein. (2021). Effect sizes in quantitative and qualitative research. Language Teaching Research, 25(5), 681–684. https://doi.org/10.1177/13621688211040882
Nguyen, H. L. T., & Nguyen, H. T. M. (2024). Coercive Conditions and Strategic Compliance: Vietnamese EFL Teacher Identity Construction and Neoliberal Values. Journal of Language, Identity & Education, 12(1), 1–19. https://doi.org/10.1080/15348458.2024.2392279
Nursanti, E., & Andrianti, E. (2021). Language Identities of Multilingual College English Learners in Indonesia. Eurasian Journal of Applied Linguistics, 7(1), 316–337. https://doi.org/10.32601/ejal.911403
Prilutskaya, M. (2021). Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages, 6(4), 180. https://doi.org/10.3390/languages6040180
Puspitasari, Y., Zid, M., & Hardi, O. S. (2021). The Implementation of Teacher Strategies in Maintaining Sundanese Culture in the Senior High School Region I West Java. Jurnal Geografi Gea, 21(1), 50–57. https://doi.org/10.17509/gea.v21i1.32059
Putra, I. G. A. C. S., & Tustiawati, I. A. M. (2024). Language Attitudes and Practices in Multilingual Setting: A Case Study of University Students in Bali. Lingua Cultura, 18(1), 89–96. https://doi.org/10.21512/lc.v18i1.11506
Putra, J. R., & Musigrungsi, S. (2022). Indonesian EFL Teachers’ Beliefs about Incorporating Cultural Aspects in Their Multilingual and Multicultural EFL Classrooms. 3L The Southeast Asian Journal of English Language Studies, 28(1), 75–89. https://doi.org/10.17576/3L-2022-2801-06
Putrawan, G. E. (2022). Translanguaging Practices in EFL Classrooms: Evidence from Indonesia. CaLLs (Journal of Culture, Arts, Literature, and Linguistics), 8(1), 69. https://doi.org/10.30872/calls.v8i1.7973
Rulyandi, R., Hafiz, H. S., Haris, A., & Nasri, U. (2024). Indonesian Language Education as an Agent of Social Change: Sociological and Religious Approaches. Scholars International Journal of Linguistics and Literature, 7(03), 67–72. https://doi.org/10.36348/sijll.2024.v07i03.001
Sakhiyya, Z., & Martin-Anatias, N. (2023). Reviving the language at risk: a social semiotic analysis of the linguistic landscape of three cities in Indonesia. International Journal of Multilingualism, 20(2), 290–307. https://doi.org/10.1080/14790718.2020.1850737
Shepherd, E., & McEntee-Atalianis, L. (2021). Constraints of hierarchy on meso-actors’ agency: evidence from Vietnam’s educational language policy reform. Current Issues in Language Planning, 22(1–2), 180–198. https://doi.org/10.1080/14664208.2020.1716577
Siregar, I. (2023). The Role of Language in a Dynamic Situation of Globalization. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 5(1), 49–59. https://doi.org/10.33258/biolae.v5i1.868
Suherman, I., Fauziah, S. P., Roestamy, M., Bilad, M. R., Abduh, A., & Nandiyanto, A. B. D. (2023). How to Improve Student Understanding in Learning Science by Regulating Strategy in Language Education? Definition, Factors for Enhancing Students Comprehension, and Computational Bibliometric Review Analysis. International Journal of Language Education, 7(3), 527–562. https://doi.org/10.26858/ijole.v7i3.56014
Sukamto, K. E., Nicolau, M. F. S., Rani, K. R. V., & Sugiyanta, S. (2021). Language use, language attitude, and identity: Perceptions of high school students attending an international school in Jakarta. Studies in English Language and Education, 8(1), 381–396. https://doi.org/10.24815/siele.v8i1.17608
Susanto, G., Pickus, D., Espree-Conaway, D., Suparmi, Rusiandi, A., & Noviya, H. (2024). Indonesian language policy and perspectives on its implementation in promoting Bahasa Indonesia as an international language. Cogent Arts & Humanities, 11(1), 2364511. https://doi.org/10.1080/23311983.2024.2364511
Sutrisno, D. B. (2023). Multilingualism & Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms. Journal of Languages and Language Teaching, 11(3), 547. https://doi.org/10.33394/jollt.v11i3.8265
Tiawati, R. L., Bidin, A. Bin, & Baba, S. (2023). How the Language Competence of International Students is Culturally Oriented When Learning Indonesian Language. Studies in Media and Communication, 11(6), 80–89. https://doi.org/10.11114/smc.v11i6.6020
Turnbull, D., Chugh, R., & Luck, J. (2021). Learning management systems: a review of the research methodology literature in Australia and China. International Journal of Research & Method in Education, 44(2), 164–178. https://doi.org/10.1080/1743727X.2020.1737002
Wan, Z., & Gao, X. (Andy). (2021). ‘Home away from home’: understanding Chinese parents’ ideological beliefs and involvement in international school students’ language learning. Current Issues in Language Planning, 22(5), 495–515. https://doi.org/10.1080/14664208.2021.1882767
Wongso, W., Joyoadikusumo, A., Buana, B. S., & Suhartono, D. (2023). Many-to-Many Multilingual Translation Model for Languages of Indonesia. IEEE Access, 11, 91385–91397. https://doi.org/10.1109/ACCESS.2023.3308818
Yoon, B., & Uliassi, C. (2022). “Researcher-As-Instrument” in Qualitative Research: The Complexities of the Educational Researcher’s Identities. The Qualitative Report, 27(4), 1088–1102. https://doi.org/10.46743/2160-3715/2022.5074
Yusra, K., Lestari, Y. B., & Hamid, M. O. (2022). Teacher agency and the implementation of CEFR-like policies for English for tourism and hospitality: insights from local vocational high schools in Indonesia. Current Issues in Language Planning, 23(3), 233–253. https://doi.org/10.1080/14664208.2021.1965739
Published
2025-02-25
How to Cite
Fauziah, D. A., & Afdhal, A. (2025). Negotiating Language Policy and Local Practice: Multilingual Challenges in a Sundanese Classroom in Indonesia. Jurnal Tahuri, 22(1), 52-67. https://doi.org/10.30598/tahurivol22issue1page52-67
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Articles
Copyright (c) 2025 Dwi Aulia Fauziah, Risnandar Sudirman
This work is licensed under a Creative Commons Attribution 4.0 International License.
