Indonesian language learning adaptation strategies in regional language environment: a phenomenological study in rural primary schools

Multilingual education in rural contexts presents complex challenges globally, particularly where national languages must coexist with dominant regional languages in educational settings. This research addresses this challenge by examining Indonesian language learning adaptation strategies in rural primary schools within multilingual communities, specifically in the Pendalungan region, Indonesia. Using a qualitative phenomenological approach, the study investigates how schools and teachers develop effective learning strategies in contexts where Madurese and Javanese languages remain dominant in daily life. Data collection was conducted through participatory observation over one academic semester, semi-structured in-depth interviews in three languages (Indonesian, Madurese, Javanese), and focus group discussions. Participants included 45 students, 15 teachers, 3 principals and 15 parents. Data analysis used hermeneutic phenomenological approach with adaptations for multicultural contexts. The results reveal that successful Indonesian language learning adaptation depends on sensitive integration between national education policies and local socio-ultural realities. Innovative programs such as ‘Indonesian Language Day’ and teachers’ ‘language bridge’ strategies proved effective in increasing Indonesian language usage from 20% to 45% in informal contexts. Students who successfully maintained their local cultural identity while developing Indonesian language skills showed higher levels of confidence and academic achievement. This research extends García and Wei’s translanguaging framework by developing the Contextual Language Adaptation Model (CLAM), which integrates linguistic hierarchies and cultural values specific to trilingual contexts. Practically, the study demonstrates how ‘language bridge’ strategies and community-based programs provide replicable interventions for similar multilingual rural contexts. Longitudinal studies examining CLAM’s sustainability and comparative research across different trilingual communities are recommended.