Pemertahanan bahasa Indonesia sebagai bahasa warisan pada keluarga diaspora di Swiss: Motivasi, strategi, dan tantangan Maintaining Indonesian as a heritage language among diaspora families in Switzerland: Motivations, strategies, and challenges
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Abstract
This study aims to explore the motivations, strategies, and challenges faced by Indonesian diaspora families in Switzerland in maintaining Indonesian as a heritage language. Using a case study approach, this research delves into the real-life perceptions and experiences of the participants. Nine participants, selected through purposive sampling, were interviewed in depth. The data obtained were then analyzed using thematic analysis to map emerging patterns of motivations, strategies, and challenges. The findings reveal that parents’ primary motivations are driven by the need for communication with extended family in Indonesia, a strong sense of cultural identity, and practical benefits for the future. Strategies employed include self-directed teaching, consistent use of Indonesian at home, and participation in BIPA (Indonesian for Foreign Speakers) courses. Nevertheless, these efforts encounter challenges such as children’s reluctance to use the language, the dominance of the majority language, and differing perspectives within the extended family. These findings underscore that the success of heritage language maintenance requires multilayered support from families, schools, and the broader community.
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Pratama, F. Y., & Putri, A. R. D. (2026). Pemertahanan bahasa Indonesia sebagai bahasa warisan pada keluarga diaspora di Swiss: Motivasi, strategi, dan tantangan. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 9(2), 329-342. https://doi.org/10.30872/diglosia.v9i2.1781
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Chan, J. (2020). Heritage language maintenance: Research review and reflection of one family case. ECTESOL Review, 3(1), Article 5. https://jagworks.southalabama.edu/ectesol_review/vol3/iss1/5/
Chowdhury, A., & Shil, N. C. (2021). Thinking ‘qualitative’ through a case study: Homework for a researcher. American Journal of Qualitative Research, 5(2), 190–210. https://doi.org/10.29333/ajqr/11280
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Fatima, S., & Nadeem, M. U. (2025). Family language policy and heritage language transmission in Pakistan—The intersection of family dynamics, ethnic identity and cultural practices on language proficiency and maintenance. Frontiers in Psychology, 16, Article 1560755. https://doi.org/10.3389/fpsyg.2025.1560755
Forrest, W. (2018). The intergenerational transmission of Australian Indigenous languages: Why language maintenance programmes should be family-focused. Ethnic and Racial Studies, 41(4). https://doi.org/10.1080/01419870.2017.1334938
Gómez-García, E. (2022). Examining the influence of Spanish heritage language learners’ critical language awareness (CLA) development on ethnic identity formation. Languages, 7(3), Article 190. https://doi.org/10.3390/languages7030190
Gorter, M., & Berardi-Wiltshire, A. (2025). Heritage language maintenance and family relationship dynamics: A children’s perspective. International Journal of Bilingualism. Advance online publication. https://doi.org/10.1177/13670069241311547
Helmer, K. A. (2014). “It’s not real, it’s just a story to just learn Spanish”: Understanding heritage language learner resistance in a Southwest Charter High School. Heritage Language Journal, 11(3), 186–206. https://doi.org/10.46538/hlj.11.3.1
Hollebeke, I. (2024). How stable is a family’s language policy? Multilingual families’ beliefs, practices, and management across time. Language Policy, 23(3), 279–304. https://doi.org/10.1007/s10639-023-09679-y
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Houwer, A. D. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–424. https://doi.org/10.1017/S0142716407070221
Hsieh, B., Kim, J., & Protzel, N. (2020). Feeling not Asian enough: Issues of heritage-language loss, development, and identity. Journal of Adolescent & Adult Literacy, 63(5), 573–576. https://doi.org/10.1002/jaal.1030
Hu, H., & Yagmur, K. (2024). ‘Jij bent Chinese! Ik niet! (You are Chinese! I am not!)’: A case study of Chinese heritage language maintenance in the Netherlands. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2024.2418463
Huang, H., & Liao, W. (2024). Maintaining a minor language or a heritage language? A case study of maintaining Chinese with preteenagers in Australian interlingual families. International Journal of Bilingual Education and Bilingualism, 27(3), 360–373. https://doi.org/10.1080/13670050.2023.2173519
Jee, M. J. (2018). Heritage language proficiency in relation to attitudes, motivation, and age at immigration: A case of Korean-Australians. Language, Culture and Curriculum, 31(1), 70–93. https://doi.org/10.1080/07908318.2017.1342653
Jiang, Y., & Troyan, F. J. (2024). Varieties of Chinese as heritage languages: A research synthesis. International Journal of Bilingual Education and Bilingualism. Advance online publication. https://doi.org/10.1080/13670050.2022.2159315
Jocelyn, J., Elie, M., Lucker, J. R., Harris, O. L., & Rose, S. T. (2024). The perspective of Haitian parents on heritage language maintenance in children with speech-language disorders. Perspectives of the ASHA Special Interest Groups, 9(6), 1768–1790. https://doi.org/10.1044/2024_PERSP-23-00196
Juan-Garau, M. (2014). Heritage language use and maintenance in multilingual communities. Applied Linguistics Review, 5(2), 425–440. https://doi.org/10.1515/applirev-2014-0019
Kementerian Luar Negeri Republik Indonesia. (2022). Data statistik kepegawaian dan WNI di luar negeri. https://e-ppid.kemlu.go.id/storage/1113/Data-Statistik-Kepegawaian-dan-Data-Statistik-WNI-di-Luar-Negeri.pdf
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Khaled, F., & Anderson, J. (2024). Textart, identity and the creative process: A case study with Arabic heritage language learners. International Journal of Bilingual Education and Bilingualism, 27(1), 113–130. https://doi.org/10.1080/13670050.2022.2158721
Kheirkhah, M., & Cekaite, A. (2015). Language maintenance in a multilingual family: Informal heritage language lessons in parent–child interactions. Multilingua, 34(3), 319–346. https://doi.org/10.1515/multi-2014-1020
Kircher, R. (2024). Linguistic discrimination of heritage language speaking children: Why does it happen and how can parents tackle it? Babylonia Journal of Language Education, 3, 42–45. https://doi.org/10.55393/babylonia.v3i.431
Kristen, C., Seuring, J., & Stanat, P. (2019). Muster und Bedingungen des Erwerbs und Erhalts herkunftssprachlicher Kompetenzen. Zeitschrift für Erziehungswissenschaft, 22(1), 143–167. https://doi.org/10.1007/s11618-019-00883-3
Kushnir, I. (2025). Thematic analysis in the area of education: A practical guide. Cogent Education, 12(1), Article 2471645. https://doi.org/10.1080/2331186X.2025.2471645
Little, S., & Zhou, Y. (2024). Beyond roots and wings: Co-constructing a framework for heritage language children’s liminal and limbotic identities. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2024.2421437
Mu, G. M., & Dooley, K. (2015). Coming into an inheritance: Family support and Chinese heritage language learning. International Journal of Bilingual Education and Bilingualism, 18(4), 501–515. https://doi.org/10.1080/13670050.2014.928258
Muthuswamy, V. V. (2023). Use of heritage language in immigrant families to strengthen family relationships and ethnic identities of adolescents: The case of Arab immigrants. Eurasian Journal of Applied Linguistics, 9(2), 106–117. https://files.eric.ed.gov/fulltext/EJ1474816.pdf
Ozers, L. (2024). Maintaining ethnic identity and heritage language through community involvement: A case study of third-generation Australian-Latvians. Journal of Baltic Studies. Advance online publication. https://doi.org/10.1080/01629778.2024.2407872
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