Revitalization of the Palembang Language in Elementary Schools: Transformative Learning Models from a Multicultural Perspective

Intan Andriani Hasanah, Lutfiah Isfa Hayati, Ahmad Syaripudin, Wahyu Irawati

Abstract


Local language learning in elementary schools plays a strategic role in preserving cultural identity and fostering inclusive attitudes. However, a gap still exists between government policy and classroom practice, particularly in multicultural contexts. This study aims to examine the implementation of Palembang language learning and its contribution to the development of students’ local identity and inclusive attitudes. A qualitative case study approach was employed, with data collected through interviews (with the principal and two classroom teachers) and classroom observations. The findings reveal that the Palembang language has been implemented as a compulsory local content subject using contextual strategies, such as traditional games, oral presentations, and group activities. Students from diverse ethnic backgrounds actively participated and responded positively. Major challenges, such as limited learning resources and the presence of non-native teachers, were addressed through adaptive strategies like digital media utilization and teacher collaboration. Based on field data, this study proposes two theoretical contributions of Multicultural Transformative Local Language Learning and Participatory Cultural Inclusion. These concepts highlight that local language learning not only develops linguistic competence but also serves as a medium for cultural revitalization and multicultural character education from an early age. The implications of this can be applied in primary school learning.


Keywords


Cultural Identity; Multicultural Transformative Model; Palembang Language

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DOI: https://doi.org/10.17509/ebj.v7i2.88330

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