Guidelines for Organizing Bi-Multilingual Learning Experiences Using the Mother Tongue-Based in Early Childhood Development Centers within Diverse Social Contexts

The objective of this research is to develop comprehensive guidelines for bilingual and multilingual education, specifically emphasizing the integration of students' native languages as foundational elements. Targeting kindergarten teachers, data was gathered from 306 participants during the second semester of the 2022 academic year. Additional information was collected from teachers, school administrators, and parents of ethnically diverse students in top-scoring schools within each region, involving 25 individuals and 10 experts. Research tools included questionnaires and interviews. SPSS was used for questionnaire data analysis, providing frequency distributions and percentages. Interview data underwent content analysis to identify themes, validated through expert review. The research identified four essential domains for organizing multilingual learning experiences: (1) Design and organization of language-related activities, (2) Utilization of media and conducive learning environments, (3) Assessment of child development and learning, and (4) Fostering collaboration with parents involves coordinating cooperation between the school and parents and encouraging family involvement in student development. The findings contribute valuable insights into promoting effective multilingual education experiences integrating the mother tongue as a foundational element, offering a comprehensive framework for educators and relevant stakeholders.