MENGUATKAN IDENTITAS DAN AKSES BELAJAR MELALUI PENDAMPINGAN LITERASI MULTILINGUAL BAGI ANAK-ANAK PEKERJA MIGRAN INDONESIA DI SANGGAR BIMBINGAN GOMBAK UTARA MALAYSIA

Abstract

The migration of
Indonesian workers to Malaysia has a significant impact on the education
of migrant workers’ children, particularly in terms of access to learning, language barriers,
and the strengthening of cultural identity. This study aims to analyze the role
of multilingual literacy support in strengthening identity and
improving access to learning for the children of Indonesian migrant workers at Sanggar
Bimbingan Gombak Utara, Malaysia. The study employs a qualitative approach
with a case study design, utilizing interviews, observations, and documentation
involving students, community teachers, parents, and volunteers. Data were analyzed
thematically with triangulation of sources and techniques to ensure validity.
The results indicate that the implementation of translanguaging helps children understand the material,
reduces language barriers, and boosts their confidence in using
Indonesian, Malay, and English. The support also encourages parental involvement
and fosters an inclusive learning environment. These findings confirm
that multilingual literacy functions as both a pedagogical strategy and
a socio-cultural tool in bridging identity needs and access
to education in a sustainable manner, while providing practical implications for
the development of adaptive and inclusive community education.