Language policy, power, and educational equity: examining the role of Bahasa Indonesia and local languages in schooling

Muhammad Fauzan Aminudin

Authors

Muhammad Fauzan Aminudin Universitas Nahdlatul Ulama Surakarta Author

Keywords:

discourse analysis, educational equity, language ideology, language policy, multilingual education

Abstract

Background: Indonesia’s multilingual educational landscape, characterized by more than 700 local languages coexisting with Bahasa Indonesia as the national language, presents structural tensions between national cohesion and linguistic diversity that significantly affect educational equity. Objective: This study aims to examine how national language policy, classroom practice, and communicative interaction collectively construct linguistic hierarchies that shape access to learning in primary and secondary schooling. Method: Employing a qualitative multi-sited design, this research integrates Critical Discourse Analysis, the Language Policy and Planning framework, and the Ethnography of Communication to analyze policy documents, textbooks, classroom interactions, and teacher interviews from multilingual regions. Results: The findings reveal that policy discourse systematically positions Bahasa Indonesia as the sole legitimate medium of academic recognition. Although translanguaging practices enhance participation and conceptual understanding in exploratory phases, such inclusion remains informally sanctioned. Monolingual assessment regimes ultimately reassert linguistic hierarchy, converting symbolic capital into institutionalized academic advantage. Implication: These findings suggest that achieving educational equity in multilingual Indonesia requires systemic alignment between policy, pedagogy, and assessment to legitimize diverse linguistic resources rather than reinforce monolingual hierarchies. Novelty: This study’s novelty lies in its integrated, multi-layered analytical framework that bridges macro-level discourse, meso-level policy implementation, and micro-level communicative practice, offering a scalable model for examining language, power, and educational equity in multilingual contexts.

Downloads

Download data is not yet available.

References

[1] M. Y. Matatula and P. Tupalessy, “Language Policy in Indonesian Elementary Schools: Balancing National, Local, And Foreign Languages,” Huele: Journal of Applied Linguistics, Literature and Culture, Jan. 2025, doi: 10.30598/huele.v5.i1.p52-57.

[2] G. Mitchell, N. Chojimah, and I. Nurhayani, “Directions for Indonesian Language Policy in Education: Towards A Translingual Perspective,” NOBEL: Journal of Literature and Language Teaching, Sep. 2022, doi: 10.15642/nobel.2022.13.2.271-292.

[3] L. N. Harwati and M. Sathian, “Mitigating pedagogical challenges through culture-based approach: Javanese language learning in rural Yogyakarta, Indonesia,” Indonesian Journal of Applied Linguistics, Sep. 2024, doi: 10.17509/ijal.v14i2.74894.

[4] R. Dewi, A. Baan, R. S. Situru, R. La’biran, and E. Gelong, “Need analysis of learning local content of bahasa Toraja in elementary school students,” KEMBARA Journal of Scientific Language Literature and Teaching, Oct. 2022, doi: 10.22219/kembara.v8i2.21940.

[5] K. Arkhurst, P. F. Eku-Hyia, R. Amoah-Yeboah, and I. Mensah, “Multilingual Education and Literacy in Ghana: Bridging Language Ideologies, Policy and Practice,” International Journal of Multilingual Education, May 2025, doi: 10.22333/ijme.2025.9107.

[6] A. Fawaid, D. P. Arum, and M. Huda, “Othering dan Self-Branding: Subalternitas dan Politik Representasi Indonesia dalam Buku Ajar BIPA,” Jurnal Pendidikan Bahasa Indonesia, vol. 13, no. 2, pp. 1–13, Dec. 2025, doi: 10.30659/jpbi.13.2.1-13.

[7] A. Fawaid, M. Huda, and H. bin Jali, “Politics of Representation in Indonesian Textbooks: The Impacts of Educational Narrative Reforms on the Formation of National Identity in Post-Reform Era,” Paedagoria: Jurnal Kajian, Penelitian, dan Pengembangan Kependidikan, vol. 17, no. 1, pp. 23–33, 2026, doi: 10.31764/paedagoria.v17i1.35750.

[8] A. Fawaid and P. Handayani, “Visualizing inequality: uncovering gender bias in Islamic textbooks of Indonesia,” Cogent Education, vol. 12, no. 1, 2025, doi: 10.1080/2331186X.2025.2593342.

[9] M. Ashraf, D. Turner, and R. Laar, “Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice,” SAGE Open, vol. 11, Jan. 2021, doi: 10.1177/21582440211004140.

[10] Y. Anwar and N. L. Ali, “Appropriation in Language-in-Education Policy: A Case Study of Contextualizing Teachers’ Linguistic Practices,” International Journal of Academic Research in Business and Social Sciences, Mar. 2025, doi: 10.6007/ijarbss/v15-i3/25060.

[11] C. Reilly, T. Costley, H. Gibson, and N. Kula, “The multilingual university: language ideology, hidden policies and language practices in Malawian universities,” Language, Culture and Curriculum, vol. 37, pp. 213–229, Jan. 2024, doi: 10.1080/07908318.2024.2303686.

[12] I. U. Khan, A. Ali, and S. A. Bibi, “Monoglot Ideologies in Multilingual Ecologies: Case Study of Language-in-Education Policies in India and Indonesia,” UMT Education Review, Jun. 2023, doi: 10.32350/10.32350/uer.61.04.

[13] K. Belarbi and L. Belaid, “Multilingual Practices in the Linguistic Landscape: Insights into Linguistic Repertoires and Language Policy,” International Journal of Multilingual Education, May 2025, doi: 10.22333/ijme.2025.9075.

[14] A. Frank, “Language Policy and Its Legal Implications,” IDOSR JOURNAL OF ARTS AND HUMANITIES, Nov. 2025, doi: 10.59298/idosrjah/2025/1135358.

[15] P. Phyak, “Epistemicide, deficit language ideology, and (de)coloniality in language education policy,” International Journal of the Sociology of Language, vol. 2021, pp. 219–233, Mar. 2021, doi: 10.1515/ijsl-2020-0104.

[16] T. Rosendal and J. De Dieu Amini Ngabonziza, “Amid signs of change: language policy, ideology and power in the linguistic landscape of urban Rwanda,” Language Policy, vol. 22, pp. 73–94, Apr. 2022, doi: 10.1007/s10993-022-09624-5.

[17] N. Asmi, N. Vania, and W. Asdi, “Language Ideologies and Educational Inequality: Linguistic Hierarchies in an Elite Multilingual School in Jakarta,” Jurnal Tahuri, Aug. 2022, doi: 10.30598/tahurivol19issue2page133-151.

[18] W. Li, Y. Gong, and C. Li, “Negotiating Neoliberal Language Policies for Multilingualism: Epistemic Agency of Teachers and Students at a Chinese Language School in Macau,” International Journal of Applied Linguistics, Oct. 2025, doi: 10.1111/ijal.70021.

[19] Y. Qiu, Y. Zheng, and J. Liu, “‘So, only relying on English is still troublesome’: a critical examination of Japan’s English medium instruction policy at multiple levels,” Journal of Multilingual and Multicultural Development, vol. 44, pp. 608–625, Jul. 2022, doi: 10.1080/01434632.2022.2100402.

[20] K. Becerra-Murillo and J. F. Gámez, Promoting Diversity, Equity, and Inclusion in Language Learning Environments. in Promoting Diversity, Equity, and Inclusion in Language Learning Environments. 2023, p. 326. doi: 10.4018/978-1-6684-3632-5.

[21] T. S. Frønes, A. Pettersen, J. Radišić, and N. Buchholtz, “Equity, equality and diversity in the Nordic countries—Final thoughts and looking ahead,” Equity, equality and diversity in the Nordic model of education, pp. 397–412, 2020, doi: 10.1007/978-3-030-61648-9.

[22] X. H. Hu and K. Lue, “Centring international student voice: a collaborative autoethnography and critical reflections from an equity-focused doctoral course,” Higher Education, 2025, doi: 10.1007/s10734-025-01423-1.

[23] D. Robideaux and S. C. Robideaux, “Convergent storytelling as promotion: A model for brand engagement and equity,” Innovative Marketing, vol. 8, no. 1, pp. 48–51, 2012.

[24] I. N. Aini, R. Fidella, A. Adrias, and F. Suciana, “Implikasi Penggunaan Bahasa Indonesia Terhadap Bahasa Daerah Pada Siswa Kelas IV SDN 03 Kelabu,” Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora, Apr. 2025, doi: 10.59024/atmosfer.v3i2.1356.

[25] J. I. S. Purba, D. R. B. Perangin-Angin, S. H. B. Sembiring, M. Sihotang, D. Zalukhu, and R. Sinaga, “Transformation of the Education Curriculum in Indonesia during the Dutch East Indies Rule: A Historical and Conceptual Review,” ETDC: Indonesian Journal of Research and Educational Review, Jun. 2025, doi: 10.51574/ijrer.v4i3.3249.

[26] I. Nurseha, “TRANSLANGUAGING PRACTICES IN PESANTREN-BASED BILINGUAL EDUCATION: BRIDGING ARABIC, ENGLISH, AND LOCAL LANGUAGES,” JALIE: Journal of Applied Linguistics and Islamic Education, Sep. 2025, doi: 10.33754/jalie.v9i2.1686.

[27] R. Agnihotri, “Rethinking Language Education: The Case for Multilinguality,” Íkala, Revista de Lenguaje y Cultura, Jan. 2025, doi: 10.17533/udea.ikala.356284.

[28] I. B. A. Adnyana, A. Sitawati, Z. Ghafar, and O. Hazaymeh, “Mother tongue matters: A critical study of indigenous language integration in formal education systems,” Journal of Language, Literature, Social and Cultural Studies, Jul. 2025, doi: 10.58881/jllscs.v3i2.346.

[29] K. Freistein and F. Gadinger, “Populist stories of honest men and proud mothers: A visual narrative analysis,” Review of International Studies, vol. 46, pp. 217–236, Dec. 2019, doi: 10.1017/s0260210519000421.

[30] T. Q. Tran and T. M. Duong, Differentiated instruction, equity, and inclusion in language education. in Differentiated Instruction, Equity, and Inclusion in Language Education. 2024, p. 550. doi: 10.4018/979-8-3693-6497-0.

[31] M. O. Grab, “Teaching for Equity: An Exploration of AI’s Role in Culturally Responsive Teaching in Higher Education Settings,” Innovative Higher Education, 2025, doi: 10.1007/s10755-025-09801-4.

[32] J. W. Creswell, Research Design, Qualitative, Quantitative and Mixed Methode Approach, (Research Design, Pendekatan Kualitatif, Kuantitatif, dan Mixed, Edisi Ketiga) terj. Achmad Fawaid. Yogyakarta: Pustaka Pelajar, 2011. [Online]. Available: https://digilib.ub.ac.id/opac/detail-opac?id=139455

[33] S. Khalilli, “Code-Switching as a Marker of Ethnic Identity in Multilingual Communities,” Porta Universorum, Apr. 2025, doi: 10.69760/portuni.010201.

[34] A. Fawaid, A. Fawaid, M. Kholil, and N. A. R. Dewi, “The role of culturally-responsive gamification to improve multiethnic students’ self-engagement in Islamic education,” Al-Fikru: Jurnal Pendidikan dan Sains, 2024.

[35] A. Fawaid, M. N. F. Hidayat, L. H. Awaliyah, H. S. Malika, and R. A. Setiawati, “Efektivitas Buku Ajar Interaktif Berbasis Simulasi Game Online Dalam Menurunkan Kecemasan Akademik Siswa Pada Pembelajaran Bahasa Indonesia,” Jurnal Kajian Ilmu Pendidikan (JKIP), vol. 6, no. 4, pp. 1653–1664, 2025.

[36] A. Fawaid, P. Handayani, and Y. A. Abdillah, “E-Portofolio in Improving Critical Thinking and Self-Management through Lesson Study: A Study on Writing Pedagogy in Higher Education,” presented at the 2024 10th International Conference on Education and Technology (ICET), IEEE, 2024, pp. 149–154. doi: 10.1109/ICET64717.2024.10778453.

[37] P. Caratozzolo, A. Alvarez-Delgado, Z. Gonzalez-Pineda, and S. Hosseini, “Enhancing interdisciplinary skills in engineering with the cognitive tools of storytelling,” presented at the SEFI 47th Annual Conference: Varietas Delectat... Complexity is the New Normality, Proceedings, 2020, pp. 206–215. [Online]. Available: https://www.sefi.be/activities/events/annual-conference/