Reframing Inclusive Language Learning in Indonesian Multilingual Classrooms: A TPACK-Based Model for Meaningful and Transformative Pedagogy
DOI: https://doi.org/10.65840/jllcd.v3i1.36
TPACK, meaningful learning, multilingual classes, inclusive language learning, Technology integration
Abstract
The complexity of multilingual classrooms and the increasing integration of digital technology in education demand a more inclusive, adaptive, and contextual approach to language learning. However, language learning practices still tend to be dominated by monolingual orientation and the use of instrumental technology, so they have not been able to optimize student involvement, participation, and meaningful learning. This research aims to develop a conceptual model of language learning that integrates the framework of Technological Pedagogical Content Knowledge (TPACK) with the principles of meaningful learning in the context of multilingual classrooms. The research uses a conceptual approach based on literature synthesis to cutting-edge scientific sources to identify theoretical and practical gaps in existing learning approaches, as well as formulate coherent and applicable integrative models. The proposed model places TPACK as the core of a learning system that is operationalized through five dimensions of meaningful learning, namely active, constructive, intentional, authentic, and cooperative, and contextualized in a learning environment that is inclusive and responsive to students' linguistic diversity. In addition, the model is designed in the form of a dynamic implementation cycle, including the activation stages of linguistic experience, technology-based exploration, knowledge construction, collaboration, and reflection. Conceptual findings suggest that integration between TPACK, meaningful learning, and sensitivity to multilingual contexts can result in more adaptive, participatory, and transformative pedagogical frameworks. Thus, this research contributes to the development of language learning theory and practice by offering a model that bridges the integration of technology, pedagogy, and socio-linguistic contexts in a systematic and sustainable manner.
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