The Interplay of Language Policy and Learner Agency in Multilingual Educational Contexts
DOI:
https://doi.org/10.71435/688506Keywords:
Language Policy, Learner Agency, Multilingual Education , Academic AchievementAbstract
Purpose: Language policy plays an important role in shaping learner agency and academic achievement in multilingual secondary-school contexts. This study examines the relationship between language policy, learner agency, multilingual programme participation, home–instruction language alignment, socioeconomic status, and academic achievement.
Subjects and Methods: A mixed-methods design was conducted in Bekasi City, West Java, Indonesia. The quantitative component included 300 students in Grades 10–12, while the qualitative component included 20 students and one stakeholder/teacher. Data were collected through questionnaires, interviews, focus groups, and records. Quantitative data were analysed using descriptive statistics, t-tests, Pearson correlation, and multiple linear regression. Qualitative data were analysed thematically and integrated at interpretation.
Results: The findings show that 60.0% of students experienced a mismatch between their home language and instructional language, while 36.7% participated in bilingual or multilingual programmes. Students with language alignment reported higher levels of control over language use, classroom participation, and confidence in using home languages. Multilingual programme participation was also associated with higher achievement in language proficiency, Mathematics, Science, and Social Studies. Learner agency had the strongest association with Science achievement (β = .32, p < .001), while the regression model explained 38% of the variance (R² = .38).
Conclusions: The qualitative findings indicate that students negotiate linguistic challenges through language switching, peer interaction, teacher support, and strategic use of their linguistic repertoires. The findings suggest that inclusive language policies and supportive multilingual learning environments can provide conditions for learner agency and academic achievement, while future longitudinal research is needed to examine these relationships over time.
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