Language Use and Proportions

Oct 13, 2025 by windailys.com 53 views

Introduction

The linguistic landscape of international schools in Medan, Indonesia, is a complex and dynamic entity that reflects the cultural, social, and educational values of the institutions. This study aims to investigate the linguistic landscape of three international schools in Medan, namely Indonesia Highscope School, Shafiyatul Amaliyah Education Foundation, and Maitreyawira School. The research focuses on the language used, linguistic landscape characteristics, and language construction related to language policies in each institution. By analyzing 267 signs, this study provides a comprehensive understanding of the linguistic landscape of international schools in Medan and its implications for language policies and multiculturalism in education.

Methodology

This study employed a qualitative research method, which allowed for an in-depth analysis of the linguistic landscape of the three international schools. The primary data collection consisted of words, phrases, and sentences of existing signs, while secondary data was collected in the form of visual contexts such as fonts, colors, and text sizes. The theory of Cenoz and Gorter regarding the characteristics of the sign was used as a framework for analysis. The researcher identified the use of seven languages in the observed signs, including English, Indonesian, Arabic, Mandarin, Latin, French, and Sanskrit.

Language Use and Proportions

The data obtained from the study revealed that English is the most widely used language in the three international schools, with a proportion of 34% at the Highscope Indonesian school, 46% at the Shafiyatul Amaliyah Education Foundation, and 52% at the Maitreyawira school. This reflects the high globalization and accessibility to English in the international education environment. The use of English as a dominant language is a common feature of international schools, which often prioritize English as a medium of instruction to facilitate communication and collaboration with international partners.

Language Characteristics

The language characteristics of the signs were analyzed using four indicators: language sequence, text size, type of text letter, and type of translation in bilingual or multilingual signs. The results showed that English, Indonesian, and Mandarin are the languages most often found in these signs. The size and font of similar text, as well as the majority of translations, use the complete translation format. This illustrates the school's commitment to providing information that can be accessed by all students, regardless of their language background.

Language Policy

The results of interviews with informants from each school revealed a significant difference in language policy approaches. The Highscope Indonesia and Maitreyawira schools have written language policies, while the Shafiyatul Amaliyah Education Foundation follows unwritten official rules. This indicates that although all schools try to support the use of more than one language, approaches and commitments to language policies can vary. The existence of bilingual language does not only function as a communication tool but also as a marker of school identity.

Implications and Contributions

This study contributes to the development of language policies that are more inclusive and effective in international schools. It also raises awareness of the importance of multiculturalism in education. The linguistic landscape of international schools in Medan reflects the cultural, social, and educational values of the institutions. By understanding this linguistic landscape, educators and policymakers can develop language policies that promote linguistic diversity and inclusivity.

Conclusion

This study provides a comprehensive understanding of the linguistic landscape of international schools in Medan, Indonesia. The results show that English is the most widely used language in the three international schools, reflecting the high globalization and accessibility to English in the international education environment. The language characteristics of the signs reveal a commitment to providing information that can be accessed by all students, regardless of their language background. The study also highlights the importance of language policy in promoting linguistic diversity and inclusivity in international schools.

Recommendations

Based on the findings of this study, the following recommendations are made:

Develop inclusive language policies: International schools should develop language policies that promote linguistic diversity and inclusivity.
Provide language support: Schools should provide language support to students who may not be proficient in the dominant language.
Promote cultural awareness: Schools should promote cultural awareness and understanding among students, teachers, and staff.
Encourage bilingualism: Schools should encourage bilingualism and multilingualism among students and staff.

By implementing these recommendations, international schools in Medan can create a more inclusive and effective linguistic landscape that promotes linguistic diversity and cultural awareness.

Q: What is the main focus of this study?

A: The main focus of this study is to investigate the linguistic landscape of three international schools in Medan, Indonesia, namely Indonesia Highscope School, Shafiyatul Amaliyah Education Foundation, and Maitreyawira School. The study focuses on the language used, linguistic landscape characteristics, and language construction related to language policies in each institution.

Q: What are the languages used in the observed signs?

A: The researcher identified the use of seven languages in the observed signs, including English, Indonesian, Arabic, Mandarin, Latin, French, and Sanskrit.

Q: What is the proportion of English used in each school?

A: The proportion of English used in each school is as follows:

Highscope Indonesian school: 34%
Shafiyatul Amaliyah Education Foundation: 46%
Maitreyawira school: 52%

Q: What are the language characteristics of the signs?

A: The language characteristics of the signs were analyzed using four indicators: language sequence, text size, type of text letter, and type of translation in bilingual or multilingual signs. The results showed that English, Indonesian, and Mandarin are the languages most often found in these signs.

Q: What is the significance of language policy in international schools?

A: Language policy is significant in international schools as it promotes linguistic diversity and inclusivity. The existence of bilingual language does not only function as a communication tool but also as a marker of school identity.

Q: What are the implications of this study?

A: This study contributes to the development of language policies that are more inclusive and effective in international schools. It also raises awareness of the importance of multiculturalism in education.

Q: What are the recommendations of this study?

A: Based on the findings of this study, the following recommendations are made:

Develop inclusive language policies: International schools should develop language policies that promote linguistic diversity and inclusivity.
Provide language support: Schools should provide language support to students who may not be proficient in the dominant language.
Promote cultural awareness: Schools should promote cultural awareness and understanding among students, teachers, and staff.
Encourage bilingualism: Schools should encourage bilingualism and multilingualism among students and staff.

Q: What are the limitations of this study?

A: This study has several limitations, including:

The study only focuses on three international schools in Medan, Indonesia.
The study only analyzes the linguistic landscape of the schools and does not consider other factors that may influence language use.
The study relies on primary and secondary data collection methods, which may be subject to bias and limitations.

Q: What are the future directions of this study?

A: Future directions of this study include:

Conducting a larger-scale study that includes more international schools in Medan, Indonesia.
Analyzing the linguistic landscape of international schools in other countries.
Investigating the impact of language policy on student outcomes and academic achievement.

By addressing these questions and limitations, this study provides a comprehensive understanding of the linguistic landscape of international schools in Medan, Indonesia, and its implications for language policies and multiculturalism in education.