SCRIPT GROUP 3

SOSIOLINGUISTICS IN EDUCATION
Member of Group 3 :
1.​ Fathinah Iftah Tazkiya (1232040178)
2.​ Hani Amalia (1232040162)
3.​ Qoriatul Husna (1232040153)
4.​
SCRIPT SLIDE WRITING
Sample Slide Set

Slide 1 – Opening (Group Leader)

Title of group topic:
Multilingualism & Bilingualism.

Group Member names:

Speaker 1: Qoriatul Husna (1232040153)
Speaker 2: Fathinah Iftah Tazkiya (1232040178)
Speaker 3: Hani Amalia (1232040162)

Slide 2 – Speaker 1 (key concept of multilingualism, bilingualism, and diglossia)

Subheading Title: Key concept of multilingualism, bilingualism, and diglossia

Bullets: Multilingualism, Bilingualism, and Diglossia

Good morning everyone.

My name is Qoriatul Husna, and I am very excited to be here today to talk about something we
all experience, perhaps without even realizing it: the wonderful world of languages.

When we think about language, we often just think about speaking one or two. But today, we're
going to dive deeper. We'll explore some key concepts that explain how we, as individuals and as
societies, use multiple languages in our daily lives.

We'll start by understanding multilingualism, which is about using three or more languages.
Then, we'll narrow our focus to bilingualism, the use of two languages. And finally, we will
explore a fascinating concept called diglossia, which describes how different versions of a
language can serve different purposes in a community.

These concepts are not just abstract theories; they are a reflection of our complex and beautiful
world, especially here in Indonesia. We will discuss how these ideas play out in our own country,
where Bahasa Indonesia and hundreds of regional languages coexist.
So, let's get ready to uncover the hidden rules that govern our linguistic world. Thank you.

Multilingualism is the ability of an individual or a community to communicate effectively in

three or more languages. It involves the use of multiple languages across different contexts or
settings. Multilingualism can refer either to the linguistic competence of individuals who have
proficiency in multiple languages or to the language situation in a society where several
languages coexist. Multilingualism is common in many parts of the world where multiple
languages are needed for different social, ethnic, or functional purposes. Multilingual individuals
often have varying degrees of proficiency across their languages, usually influenced by the
contexts in which they use each language. For societies, multilingualism often arises from
historical, cultural, educational, or economic factors, and it is not necessarily problematic but
reflects the complex linguistic reality of many regions. The ability to switch between languages
depending on the context is important for social identity and communication in multilingual
settings.
Individual Example: An Indian citizen who grew up speaking Hindi and a regional language,
then learned English at school. He uses all three languages in various contexts.
Societal Example: The country of Singapore, where English, Mandarin, Malay, and Tamil are
official languages. Singaporeans use these languages in daily life, education, and business.
Bilingualism refers to the use of two languages or language codes by an individual or
community. Bilingual speakers usually master both their native language and a second language,
switching between them as needed. Balanced bilinguals have nearly equal command of both
languages, but this is relatively rare. Bilingualism can be individual (a person fluent in two
languages) or societal (a society with two prevalent languages). Functional bilingualism refers to
having different language proficiencies used in specific domains or activities. Bilingualism is
often motivated by cultural identity, education, economy, or migration. It can also have cognitive
benefits such as improved problem-solving, flexible thinking, and delayed dementia onset.
Bilingual speakers may not always view their languages as distinct; sometimes they are dialects
or closely related varieties, which adds complexity to defining bilingualism.
Individual Example: An immigrant from Mexico who was born and raised speaking Spanish, but
later moved to the United States and became fluent in English. He can communicate fluently in
both languages.
Societal Example: The province of Quebec in Canada, where French and English are widely
used in government, education, and daily life.
Diglossia describes a sociolinguistic situation where two distinct varieties of a language or
closely related languages coexist in the same community but serve different social functions.
One variety, called the "high" (H) variety, is used in formal, official, or prestigious settings such
as education, religion, media, and literature. The other, called the "low" (L) variety, is used in
informal, everyday conversations, such as at home or with friends. These varieties are
functionally complementary and not interchangeable in their usual contexts. Classic examples
include Arabic, where Classical Arabic (H) coexists with colloquial dialects (L), and Swiss
German with standard German. Diglossia also reinforces social hierarchies, as proficiency in the
high variety is often tied to social prestige and power, while the low variety reflects intimacy and
group membership. Diglossia can be "narrow" when the two varieties are closely related or
"broad" when they are different languages, as in the case of Haitian Creole (L) and French (H).
Classic Example: The Arab world. Classical Arabic (al-fus'ha) is the “high” variety used in
formal contexts such as religion (the Qur'an), news media, and literature. The “low” variety is the
various everyday Arabic dialects (such as Egyptian, Moroccan, or Saudi) used in informal
conversation at home or on the street.
Similar Example: German-Swiss. Standard German is the “high” variety used in writing, media,
and schools. Meanwhile, Swiss-German dialects are the “low” variety used in spoken
conversation and social interactions.

Slide 3 – Speaker 2 (Realities of multilingualism in Indonesia (national + local language))

Thank you moderator . now I will proceed with thesecond part of our presentation, which covers
the Realities of multilingualism in Indonesia .

In this section, I will explain the dynamic relationship between Bahasa Indonesia, the national
language, and the hundreds of local languages that define Indonesia's unique linguistic
landscape.

The Role of Bahasa Indonesia

●​ Unifying Force: It serves as a vital tool for national unity, bridging communication gaps
across the vast archipelago with its diverse ethnic groups.
●​ Official Use: Bahasa Indonesia is the exclusive language of government, education,
mass media, and formal communication. It's the primary medium of instruction in
schools and is a compulsory subject at all levels of education.
●​ Widespread Fluency: Nearly all Indonesians are fluent in Bahasa Indonesia, even if
they speak a different language at home.
The Reality of Regional Languages
●​ Cultural Identity: These languages are crucial for preserving cultural heritage,
traditions, and local [Link]'re often used for family conversations, community
gatherings, and traditional ceremonies.
●​ Diglossia: A common linguistic phenomenon in Indonesia is diglossia, where Bahasa
Indonesia is used for high-prestige, formal functions, and a regional language or a
vernacular variety of Malay is used for low-prestige, informal ones.
●​ Threat of Decline: Despite their importance, there are concerns about the decline of
regional languages, especially among younger generations in urban areas. This is partly
due to the dominance of Bahasa Indonesia and the rising influence of English. The
language policy aims to balance national unity with the preservation of this linguistic
diversity, but in practice, the focus on Bahasa Indonesia can sometimes overshadow the
support for local languages.
Sociolinguistic Dynamics
The interplay between national, local, and even foreign languages creates a complex
sociolinguistic environment.
●​ Code-switching and Code-mixing: It's common for Indonesians to switch between
languages or mix words from different languages in a single conversation. A prime
example is "Indoglish," the mixing of Indonesian and English words, particularly
among the youth and in media, which is seen as a sign of modernity and prestige.
●​ Educational Policy: The language policy in education reflects this dynamic. While
Bahasa Indonesia is the primary medium of instruction, the government also allows for
regional languages to be taught in the first few years of primary school. English is also a
compulsory foreign language, acknowledging its importance in a globalized world.
●​ A "Subtractive" Model: The dominance of Bahasa Indonesia and English in formal
settings can sometimes create a "subtractive" form of multilingualism, where the use of
one language (e.g., English) comes at the expense of others (e.g., regional languages),
especially in education.

Speaker 3 (Implications for English Learning in Multilingual Settings.)

Now, I will continue with the third part of our presentation, which is about the
implications for English learning in multilingual settings. In this section, I will explain how the
global role of English affects education, teaching, and language policy in multilingual contexts.

Implications for English Learning in Multilingual Settings

The increasingly important role of English in global education and the dissemination of
knowledge has significant implications for language learning in a multilingual context.
According to Brutt-Griffler (2017), English is no longer taught solely as a foreign language, but
increasingly functions as an English medium of instruction (EMI) in schools and universities
around the world. This change requires learners to master advanced academic literacy in English
so that they can not only communicate effectively but also access, process, and produce
knowledge in various disciplines. This development requires a shift in perspective, from a
monolingual focus to an emphasis on the importance of multilingualism as part of the learning
process. With this perspective, linguistic diversity is no longer seen as an obstacle, but rather as
an asset that can enrich student learning. There are several points regarding the implications for
English learning in multilingual settings:
●​ English as a Medium of Instruction (EMI)
English is now not only a subject, but also serves as the language of instruction in
various universities and schools around the world. This change in function
requires students to have advanced academic literacy in English, not just everyday
conversation skills. This can also have a direct impact on teacher training needs
and curriculum design that can support the achievement of these academic
competencies.
●​ English in the Construction and Dissemination of Knowledge
 Most international scientific publications today use English as their primary
medium. This makes academic English proficiency an important requirement for
anyone who wants to access, understand, and contribute to knowledge at a global
level. This can open up wider opportunities for cross-border scientific
collaboration. However, it also poses various challenges. Especially for
non-native speakers, the use of English in an academic environment often
becomes an additional burden, both in terms of limited vocabulary, language
structure, and academic writing style.
●​ The Concept of Multilingual Proficiency
Brutt-Griffler puts forward a new concept, namely multilingual proficiency. This
concept emphasizes that language learning should not only focus on mastery of
English, but also on mastery of the linguistic knowledge that students already
possess from the various languages they have mastered. Experience in mastering
one language can provide a strong foundation for learning other languages, so
students' multilingual competence should be viewed as an asset that enriches the
learning process, not just as an obstacle. With this perspective, the diversity of
languages that students possess can actually be an important resource that
supports their academic and communicative development.
●​ Student-Centered Approach
In many educational contexts, multilingualism is still often viewed as a
“challenge” or even considered a problem that needs to be overcome. This view
tends to place students' linguistic diversity as an obstacle in the learning process.
However, there is a student-centered approach, which is a perspective that views
the first language (L1) as a valuable asset in learning English. By utilizing the
linguistic competencies that students already possess, the learning process can
become more inclusive and effective. This approach not only reduces barriers to
understanding the material, but also recognizes students' linguistic identities,
thereby encouraging their motivation and engagement in learning.
●​ A New Role for English Teachers
The role of English teachers in a multilingual context requires greater pedagogical
flexibility. The “English only” policy that has often been implemented has proven
to be ineffective, as it can limit students' understanding and reduce their
participation in the learning process. Conversely, the strategic use of students' first
language as a tool can serve as a bridge to improve their understanding of
concepts while strengthening their engagement in the classroom. Therefore,
teachers ideally also need to develop their multilingual skills in order to be able to
establish closer relationships with students from diverse linguistic backgrounds.
By having these competencies, teachers can optimize students' linguistic potential,
create an inclusive learning environment, and support the formation of their
identities as multilingual speakers.
 ●​ Developing a New Research and Policy Agenda
Evidence-based decisions regarding language policy, teacher development, and
curriculum design must be grounded in rigorous research and centered on the
needs of learners. This means moving away from deficit models that view
multilingualism as a challenge, and instead leveraging it as a source of knowledge
to enhance language learning. Research should focus on teaching practices that
use more than one language to reinforce learning, such as Content and Language
Integrated Learning (CLIL).

CLOSING

That concludes my presentation on the

I hope this discussion has provided you with a deeper appreciation for the unique linguistic
landscape of the country. We've seen how Bahasa Indonesia successfully unites a diverse nation,
while local languages continue to thrive as the bedrock of cultural identity.

Thank you again for your time and attention. I now open the floor for questions. Please, feel free
to share your thoughts or ask anything about the topic.