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Multilingual Education in Pesantren Context

A multilingual is a person who has “the ability to use three or more languages, either separately or in various degrees of code-mixing, in which different languages are used for different purposes, competence in each varying according to such factors as register, occupation, and education” (McArthur, 1992; Edwards, 1994; Vildomec, 1963). Multilingual may not have equal proficiency in or control over all the languages they know. Multilingualism is a considerable number of people speak more than two languages in their everyday life due to historical, social, or economic reasons (Cenoz & Genesee, 1998). They may live in a multilingual community as a result of colonialism and immigration, or they might be in constant contact with different monolingual communities because of globalization. Multilingual speakers use different languages for different contexts and purposes, and they are highly unlikely to have equivalent levels of proficiency in all the languages they possess (Kemp, 2009). The term of pesantren often compounded with the word ‘Pondok’ means hotel or dormitory where the santri/student lives. There is no significant difference between the words of Pondok and Pesantren. It refers to the place of religious education progress. It can be defined as the educational institution of religious teaching used nonclassical method by Kiai/teacher to the students based on the Holy Scripture and the all santri/students must stay inside of pesantren (Engku, 2014: 172). An institution could be classified as pesantren when it complies with some conditions or some basic elements of pesantren, they are; Kiai/teacher, santri/students, mosque, pondok/dormitory, and religious teaching or teaching the Holy Scripture (Dhofier, 1984: 44). While Saridjo (1982: 9) argues that there are only three basic elements of pesantren, they are; Kiai, santri/student, and mosque.

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