139 time they are one year old, most multilingual children say their first words. Most bilingual children use phrases with two words by the age of two. Phrases like "my ball" and "more juice" can be found in multiple languages. Encourage your child may feel uncomfortable speaking in another language. Help them by giving them opportunities to speak in their language as often as possible and by educating others about the benefits of multilingualism. They will become better language users the more they use the language. Practice over perfection is preferred, even if your child makes mistakes, encourage them to use their language. The development of speech-language skills in any language requires exposure and practice. Do not worry about making mistakes because you may observe that your child occasionally violates grammatical conventions. Even within the same statement, they may use terms from different languages. This is a common aspect of learning and using several languages at once, so don't worry. The concepts of "multilingualism" and "bilingualism" describe the capacity for speaking and using multiple languages. The following are some salient findings from the search's results: 1. Bilingualism The capacity to speak both languages fluently and like a native speaker is known as bilingualism. Although literacy abilities may offer an additional aspect to bilingualism, they are frequently discussed independently as biliteracy, leaving spoken language
140 skills as the focus of bilingualism. The concept of multilingual which has no cap on the amount of languages a person may dominates, it is what bilingualism is specifically. There are now different classifications of multilingualism based on the timing and order in which each language is learned. For instance, a large portion of linguistics literature considers a person's mother tongue or native tongue to be their first language, dismissing the idea of having other mother tongues or native languages or downplaying their importance. 2. Multilingualism The concept of "multilingualism" defines as the mastery in speaking and using more than two languages. Be multilingual isn't exceptional; in fact, it is typical for the majority of societies around the world. A person could speak and understand two, three, four, or more languages with ease. Multilingual individuals speak at least one first language (L1), that they have maintained since childhood. The first language (also known as mother's tongue) usually comes up without a formal education, nevertheless professional disagreement on what exact processes are involved. Simultaneous bilinguals are children that begin learning two languages at an early age and do so in their original tongue. Young simultaneous bilinguals frequently have a stronger command of one language than the other. A multilingual or bilingual approach to studying the English language is when fluent in two languages or
141 multilingual languages are used in schools to help with language acquisition and cultural comprehension. Through the use of multilingual teaching techniques, students of languages are encouraged to increase their cultural and linguistic knowledge. In multilingual classrooms, students from various linguistic origins can come together to learn innovative strategies for language learning. Teaching pupils in both their native language and the target language is part of the bilingual approach. Bilingual educational projects can be successful if both tongues are used intentionally and concurrently in the classroom. Research suggests that teaching children their original language promotes the development of several languages. Teachers' perspectives on multilingualism can have an impact on how English is taught as a second or foreign language. In general, a bilingual/multilingual strategy for studying English can help to advance language learning and cultural awareness. Education that are both bilingual and multilingual, offers several benefits for learners. The following are some salient findings from the search's results: 1. Cognitive growth: Bilingual education has various advantages for cognitive development. When it comes to tasks that require imaginative thought, pattern recognition, and problem-solving, students who understand a second language perform better. They get a
142 more sophisticated comprehension of their own language in addition to increased linguistic awareness. 2. Academic success: better in bilingual students because their minds are more adaptable and agile. They accomplish more academically and perform better on tasks. According to a 32-year research study conducted by Thomas and Collier from the George Mason University, multilingual and bilingual pupils outperformed their monolingual peers, particularly in the subjects of math, reading, and vocabulary. 3. Better academic achievement: bilingualism may assist with memory retention and shield against the damaging effects of illness and brain trauma. 4. Multitasking skills: Although bilingual people are simultaneously absorbing information and switching between languages, they are better at multitasking. 5. Cross-cultural understanding: Students who obtain a multilingual education are more likely to acquire multiple tongues through their academic careers, develop comprehensive skills in speaking, listening, reading, and writing while maintaining fluency in their native tongue. It additionally promotes acceptance of various backgrounds. 6. Higher earning potential and job opportunities: Earning potential and possibilities for employment are enhanced by bilingualism. Employers from every field prefer to recruit bilingual individuals. 7. Communication skills and higher degree of literacy: People who start learning another language or languages
143 at a young age is better able to express themselves and possess higher levels of literacy. As an entire, bilingual/multilingual education has numerous benefits, including cognitive growth, academic success, better academic achievement, multitasking skills, cross-cultural understanding, higher earning potential and job opportunities, and improved communication skills and literacy. Due to an array of variables, implementing bilingual instruction in schools can be difficult. A few obstacles to establish bilingualism in schools are the dearth of qualified teachers fluent in the students' native tongues, the virtual absence of teaching resources for languages apart from English, and the lack of ample opportunities for language development. Furthermore, there are issues with curriculum, biliteracy instruction, program design, accountability, and design of dual language programs. The methods of instruction and learning are extremely difficult for nonbilingual teachers, and it can be difficult to compare pupils and programs that aren't actually comparable. Another major obstacle to introducing multilingual education is funding. Despite these difficulties, bilingual education provides several advantages for pupils, including greater academic performance, improved linguistic awareness, an appreciation for other cultures, increased innovation and adaptability, and career advantages.
144 Lack of qualified teachers who are fluent in the learners' mother tongues is one of the major obstacles to establish bilingual education. Inadequate learning resources and the absence of educational resources in language other than English is another difficulty. Limited options for language learning; there are not enough possibilities for language development because the majority of the time spent by the bilingual teacher is looking for appropriate materials. Program design-related challenges, such as those with accountability, curriculum, and biliteracy education, are faced by bilingual programs. Barriers to comparability with; it can be difficult to compare learners and programs that aren't really comparable. One of the difficulties is the limited use of one's native tongue. Programs for multilingual education face challenges due to the restricted application of mother tongue. An additional difficulty in bilingual education systems is the premature transfer to English. Reading literature, written in English, presents several challenges for English language learners, such as the variety of metaphors and figurative language, the density of unfamiliar words, the incorporation of homophones and synonyms, and the usage of grammar. English language learners that struggle with math have problems with math ideas, word problems that are difficult to understand, and math vocabulary that they are unfamiliar with.
145 Teachers can give chances for language development, use suitable instructional materials, and offer support for both studying academic topics and English in order to benefit those who are learning English in bilingual programs. Alternative language courses can also be created to bridge the gap for English language learners and satisfy their emotive, linguistic, and cognitive demands. For English language learners (ELLs), to succeed academically, bilingual programs must offer chances for language growth. Here are some practical methods for offering ELLs in bilingual programs opportunity for language improvement. The language output and peer interaction of ELL students can be improved by teachers who are more effective in these areas. This can be accomplished by giving students the chance to collaborate in small groups or pairs, by allowing them to ask and respond to questions, and by giving them chances to express ideas and perspectives. Promoting the utilization of students' native languages in the classroom is something that teachers can do. Students may feel more at ease and secure in the classroom as a result, and it may also help them improve their command of the English language. Be cautious in grouping. In order to ensure that children with exceptional needs have the chance to collaborate with
146 English-speaking peers, teachers can purposefully group their students. ELL kids can improve their English language proficiency and form bonds with their peers by doing this. By explicitly teaching English grammar and vocabulary to students with specific needs, teachers can help them learn the language. Instructing directly, modeling, and giving students chances to experiment by using a language in context are all effective ways to accomplish this. Offer teachers lots of opportunity so they can give ELL children plenty of English practice. Activities like roleplaying, games, and simulations can help with this. Utilize instructional resources that are appropriate for the classroom and that are both culturally and linguistically relevant to kids with special needs. This can increase ELL students' motivation and sense of engagement in the classroom while also assisting in the improvement of their English language abilities. Build on ELLs' existing knowledge and experiences so that teachers can aid ELLs in forming links between their native language and English. This can both help ELL students improve their English language proficiency and make them feel more appreciated and valued in the classroom. Provide assistance in academic subjects, By employing techniques like graphic organizers, visual aids, and hands-on exercises, teachers can help students understand academic subjects. This can assist learners who have special needs in learning the material and improving their English at the exact same time.
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158 Sofcmncsi, U. (2016) ‘Ehafcmb L[hao[a_ T_[]bcha [h^ EFL Teacher Cigj_n_h]_ ch Ih^ih_mc[’, ch Fourth International Seminar on English Language and Teaching, pp. 396–406. Sols[hc, A., W[nn, H.M.G. [h^ Rc]b[l^mih, P.W. (2013) ‘T_[]bcha [m [ C[l__l: P_lmj_]ncp_m i` Ih^ih_mc[h Fonol_ T_[]b_lm’, in AARE Annual Conference, pp. 1–17. Available at: https://doi.org/10.1177/002248716001100425. Soncsihi, A., M[rcgcfc[h, A., & Ad_ha, G.D. (2023) ‘EFL T_[]b_lm’ Perceptions Regarding Cultural Awareness in ICT-Based Learning in Indonesian Elementary School Cihn_rn’, IJLHE: International Journal of Language, Humanities, and Education. Thi, L., & Hien, N. (n.d.). Journal of English Language Teaching and Applied Linguistics Communicative Language Teaching in Teaching ESL for University Students. https://doi.org/10.32996/jeltal Tagne Safotso, G., & Julius, N. (2023). International Journal Of Linguistics, Literature And Translation Addressing Global Challenges From A Linguistic Perspective. Https://Doi.Org/10.32996/Ijllt UNESCO. (2020). Global education monitoring report: Education progress. Paris: UNESCO. https://www.educationprogress.org/en/articles/quality/. Wsh_eiij, J. [h^ N[e[n[hc, K. (2020) ‘D_p_fijcha Clcnc][f Thinking Skills in Information Systems Majors Through Peer R_pc_q’, Issues in Information Systems, 12(1), pp. 195–201. Y[h, Z. (2021) ‘Ehafcmb [m [ Fil_cah L[hao[a_ T_[]b_lm’ Clcnc][f Tbchecha A\cfcns [h^ L2 Sno^_hnm’ Cf[mmliig
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160 M. Zaenal Abidin was born in Batujai Central Lombok, West Nusa Tenggara. He earned his bachelor's from the English Study Program Faculty of Education at UIN Mataram. Currently, Zaenal is pursuing his Master's degree in English Education at Yogyakarta State University (UNY). Apart from being a master's student, he is involved in academic writing, such as books, essays, and opinions. Lastly, He is the Indonesia Endowment Fund for Education (LPDP) awardee for his study. Fadhilanisa Salsabila, S.Pd was born in Samarinda, East Kalimantan province on 09 December 2000. The author is an alumnus of the Bachelor of English Education at Brawijaya University (UB) and is currently pursuing a Postgraduate Diploma in English Education at Yogyakarta State University (UNY). The author is a recipient of the Kaltim Tuntas Scholarship since her undergraduate studies and continued to the Master level, which is specifically for student from East Kalimantan. Aside from writing, she enjoys singing, traditional dancing, and exploring coffee. Her hobbies since she was in elementary school have made her win several singing and dancing competitions at the provincial and faculty levels. Readers should not hesitate to
161 greet and get acquainted with the author because the author is very friendly and active in using social media. The Readers can reach out the author via her Instagram social media account @dhilaafsss_ and Gmail, [email protected] I Gede Perdana Putra Narayana, An experienced English teacher for 7 years. He enjoys teaching, public speaking, reading, writing, exercising, discussing, and participating in various selfdevelopment workshops. Currently, he is pursuing a postgraduate degree in English Language Education at a state university in Mataram, Lombok, with a GPA of 3.96. He is also a professional instructor in two private courses in the city of Mataram and volunteers to teach English in his hometown, the village of Abiantubuh. Amira Della is an experienced educator with a passion for teaching. She has dedicated herself to the field of education, working as a private school teacher to inspire and educate young minds. Currently, Amira is on an academic journey to further enhance her knowledge and teaching skills. She is pursuing a Master's degree at Yogyakarta State University, where she continues to explore her deep interest in education and contribute to the development of effective teaching methods. Amira's commitment to the world of education reflects her dedication to helping students achieve their full potential and fostering a love for learning.
162 Naftalia Fany Payung is a passionate and dedicated graduate student studying English Education. She was born on March 15, 2001 in Tampan Bonga, North Toraja. She is the first of four children of Runi Pappa and Maria Lestari. After completing her undergraduate education in English Education from Bosowa University, she felt called to deepen her understanding in the same field. She was accepted into the Master's program at Yogyakarta State University. As a student, she was active in various activities that support speaking and other skills. He has participated in the Merdeka Belajar-Kampus Mengajar Batch 1 program for 3 months, through this activity is one of the proofs that reflect his commitment in accordance with his culture. He hopes to bring positive changes in the academic world and has great potential in the world of science. Warni Dominggus Sulu has been a civil servant since 2014 until now. Additionally, she also works as an English teacher at a Senior High School in MALINAU. She is also taking the opportunity to continue her studies at Yogyakarta State University, dreaming to sharpen her knowledge and experience.
163 Muhammad Fardiansyah Irwan is currently jolmocha bcm M[mn_l’m ^_al__ [n nb_ Uhcp_lmcn[m Pendidikan Indonesia (UPI), majoring in English Language Education program. He has a deep interest in the field of English language education policies and curriculum development. During his undergraduate studies, he delved into writing skills and grammar. He was also actively involved in social activities and engaged in several campus organizations. In his free time, he enjoys watching movies and is also a mobile gaming enthusiast. Benri Purba is an English teacher at SMKN 1 Malinau, Malinau Regency, North Kalimantan Province. The author was born in Sipinggan Village, Purba District, Simalungun Regency, North Sumatra, on the 19th of October 1983. The author studied at SD NEGERI 091361 PURBA KINALANG (graduated in 1997), continued to SMPN Bunda Mulia Saribudolok (graduated in 2000), and studied High school at SMU Van Duynhoven Saribudolok (graduated in 2003) The author is currently studying for a Master in English Language Education at Yogyakarta State University. The author completed his Bachelor's degree in English Literature at the University of North Sumatra. Currently the author is quite active in writing, where his works include "Language Village at SMKN 1 Malinau", "How to Start an Interesting Conversation With a Stranger"We can enjoy it through the literacy media ytprayeh.com.
164 Safhira Fauzia Ramadhanti is currently pursuing her Master's degree at Universitas Negeri Yogyakarta, enrolled in English Language Education program. Her academic journey reflects her profound passion for linguistics and education, particularly in the fields of R&D, instructional media, and grammar instruction. Outside of her academic pursuits, she enjoys improving her language skills by learning English, Arabic, and French on Duolingo. Additionally, she finds comfort in watching movies during her leisure time. Fitri Okladis Dwi Saputri. She was born on 21st October, 2000 in Pandang-pandang, South Sulawesi. She is the second of five siblings of Sudirman and Jamila. She began her study at SD Inpres Lambengi. Then, be continued her study at SMPN 3 Pallangga in 2012 and graduated in 2015. In the same year, she continued her study at SMAN 1 Gowa and graduated in 2018. In 2018, she was accepted as a student at English Education Department, Faculty of Languages and Literature, State University of Makassar. In 2021, she earned her bachelor's degree cum laude and was the best student in the English Education study program. Having one year of teaching experience, made her want to learn more in order to understand many more things, then she continued her studies to the master's level in early 2023 with the same study program, namely English Education in Yogyakarta State University.
165 Siti Husna Maab, a lover of the outdoors and a seeker of novel experiences, has decided to embark with her colleagues on their bookchapter journey. She was born on October 21, 1999, in Selong, East Lombok, and is currently living in Sleman while pursuing her postgraduate studies at Universitas Negeri Yogyakarta. She finished her primary school in 2012 at MI NWDI Reban Tebu and continued her study at MA Muallimat NWDI Pancor and Mts Putri NWDI Narmada. At Universitas Hamzanwadi Selong, she later received her Bachelor's degree (S.Pd). The girl, who loves to be called as Husna, enjoys poetry and movies and is currently appreciating the beauty of writing, much like the magnificient Edelweiss flowers that grown on Mount Rinjani. Nurul Febrianty.B is a graduate student who aspires to become a broad-minded and professional educator. She was born on February 07, 2000 in Makassar, South Sulawesi. After completing her undergraduate degree at Cokroaminoto University Palopo with a major in English Education in 2023, she was committed to continuing her education in order to learn more about the world of education in her major. Therefore, she was successfully accepted into the Masters program at Yogyakarta State University. As a student, she was active in many activities that supported her teaching skills. She has many internship experiences in public and private schools. She has also taught English to children who have
166 underprivileged backgrounds. And, she has also opened a free English course for children who want to learn English. She hopes that all the good activities she has done or will do in the future will have a positive influence in the academic world and have great potential in the world of education science.
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