Abstract
The role of parents' beliefs or ideology is one of the most important factors in promoting the strategies for encouraging children's bilingual development. This case study examined how the parents' beliefs influenced an effort to practice the languages at home. The data were obtained through observation, in-depth interviews, digital artefacts, and language portrait silhouettes with English-Indonesian bilingual parents, and three children at the age of 6 to 11. Nvivo12 Plus application was used to organize and code the data. The results revealed that the parents believed in the importance of laying language foundations at the golden age as this could lead to shaping confident bilingual children. Findings also highlight the influential factors in parental ideology, i.e. the changing era, parents’ experience, and the support from the extended family. Although parents chose a non-bilingual school for their children, they could practice English dominantly with children at home with a wide range of strategies. Kepercayaan atau ideologi orang tua merupakan salah satu faktor yang paling penting untuk mendukung strategi dan mendorong perkembangan bilingual anak-anak. Studi kasus ini bertujuan untuk meneliti bagaimana kepercayaan orang tua mempengaruhi upaya untuk mempraktekkan bahasa di rumah. Data diperoleh melalui observasi, wawancara mendalam, artefak digital, dan siluet potret bahasa dengan orang tua bilingual Inggris-Indonesia, dan tiga orang anak berusia 6 hingga 11 tahun. Selanjutnya, data tersebut disusun dan dikodekan dengan menggunakan aplikasi Nvivo12 Plus. Hasil penelitian ini menunjukkan bahwa orang tua mempercayai pentingnya meletakkan dasar bahasa pada usia emas karena hal ini dapat membentuk anak bilingual menjadi percaya diri. Hasil ini juga menunjukkan bahwa ada beberapa faktor yang memengaruhi ideologi orang tua, yaitu perubahan zaman, pengalaman orang tua, dan dukungan dari keluarga besar. Meskipun orang tua memilih sekolah non-dwibahasa untuk anak-anak mereka, mereka dapat berlatih bahasa Inggris secara dominan dengan anak-anak di rumah dengan berbagai strategi.
Highlights
In Indonesia, an archipelago country made up of thousands of islands with varied cultures and languages, the government's language policy is the glue that unites these differences
For most Indonesians, the socialization into formal Bahasa Indonesia begins in the formal school, especially as a mandatory subject in elementary school after they are exposed to their heritage language and the regional language is spoken in their immediate environment (Efendi, 2020)
While most children in the school spoke Bahasa Indonesia mixed with Palembangnese dialect, Zayn would prefer to speak in English
Summary
In Indonesia, an archipelago country made up of thousands of islands with varied cultures and languages, the government's language policy is the glue that unites these differences. The introduction of Bahasa Indonesia as the national language was intended to let Indonesians of varied linguistic backgrounds communicate more . For most Indonesians, the socialization into formal Bahasa Indonesia begins in the formal school, especially as a mandatory subject in elementary school after they are exposed to their heritage language and the regional language is spoken in their immediate environment (Efendi, 2020). While English has no official second language status in more than 100 countries, it is taught as a foreign language to children and adults for various reasons, such as for business and trade, academic career, political needs, and cultural and technological development (Rohmah, 2005). To develop languages other than Indonesian, such as English, the encouragement of family plays a significant role in supporting bilingualism at an early age. Bilingualism is a complex phenomenon, and the language environment plays an important role in children's cognition and development (Vygotsky, 1978). Rodríguez (2015) pointed out that to actively achieve bilingualism (the ability to speak L1 and L2 at the same time) and passive bilingualism (the ability to understand L1 but only speak L2 and vice versa) in early childhood, it is necessary to pay attention to the needs of children, families and the community
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