Rusdiansyah, Wawan Gunawan, Eri Kurniawan, Mohammad Andi Hakim
Multilingual education in Indonesia presents both opportunities and challenges, particularly in linguistically diverse and underserved regions. This study explores the implementation of multilingual education in Luwu Timur, South Sulawesi, as a rural part of Indonesia. This study focused on the interpretation of national and regional language policies into classroom practices. Relying on a qualitative research design, the study investigates three key dimensions: teacher preparedness, instructional practices, and policy coherence. Ethical protocols were observed throughout the research, with informed consent obtained from all participants and minimal risk involved. Framed by critical language policy perspectives, the study found that limited teacher training, a lack of teaching resources in local languages, and inconsistent policy guidance have led to the predominance of Bahasa Indonesia, often at the expense of local languages. The analysis revealed that inadequate teacher training and lack of clear pedagogical strategies led to the dominance of Indonesian in classrooms, sidelining local languages. Policy inconsistencies further reinforced this reliance, the absence of clear mandate supports the structured use of mother tongues in primary education. The study recommends the development of clearer, more localized policy frameworks, the provision of sustained professional development for teachers, and the promotion of inclusive learning environments to embrace linguistic diversity. These initiatives are crucial to realize more equitable and culturally responsive education. The study offers significant implications for policymakers, educational practitioners, and researchers committed to advancing multilingual education in Indonesia and similar multilingual contexts. © 2025 The Authors
Universitas Pendidikan Indonesia, Bandung, Indonesia
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