Educational Instructions

Adapting Classroom Language for Young Learners

Abstract

This study reviewed the introductory adaptation of the class to effectively convey instruction to elementary school students, especially in the bilingual context where the primary language is English. Given that children at an early school stage need clear, easy-to-understand, and engaging communication, In bilingual primary schools, the language of instruction is essential for enhancing understanding, engagement, and language acquisition in young learners. This study focuses on a translation strategy to help understand and support language development. Analyzing sample class instructions translated from English into Indonesian, the study discusses the application of sandwich techniques, code-switching, simplification, and context adjustments in conveying class instructions. Analysis shows that the effectiveness of language adaptation is primarily determined by the teacher ’ s skill in balancing clarity and the purpose of learning. The study benefited from education translation because it showed the importance of choosing an appropriate language in two-language classes. The research discusses how teachers instinctively modify their language practices, enhancing the comprehension of effective instructional delivery for young bilingual learners. Additive bilingualism supports academic success; subtractive bilingualism affects it (Cummins, 2000).