Muti’ah. S892302010. How an Indonesian Multilingual Parent Support the Children English Language Learning at Home: A Family Language Policy Study. Thesis. Advisor I: Dr. Endang Setyaningsih, M.Hum. Advisor II: Dr. Sri Haryati, M.Pd. English Language Education Department, Graduate School, Sebelas Maret University, Surakarta, 2025.

As society becomes more integrated and culturally diverse, bilingualism within families has gained prominence. This study explores how a single parent in an Indonesian bilingual household supports her children’s English language learning through daily practices, language beliefs, and strategies for managing the linguistic environment. Guided by Spolsky’s (2012) family language policy framework, this qualitative case study employs in-depth interviews and observations with a single multilingual parent and her two children. The findings reveal a dynamic and context-sensitive approach to bilingual development. Indonesian dominates daily routines to ensure clarity and emotional comfort, especially for the younger sibling, while English is integrated into leisure activities, creating a low-pressure environment for language learning. The parent strategically employs code-mixing and code-switching to introduce English vocabulary while maintaining comprehension. Her language beliefs emphasize the dominant role of Indonesian as the primary language for practical communication and as a foundation for national identity and cultural heritage. English is considered an important tool for future success, while Javanese, although part of the family’s multilingual identity, plays a limited role in daily interactions due to its perceived complexity and diminishing relevance in modern contexts, reflecting broader societal trends. Parental involvement is critical in fostering bilingualism. By balancing the children’s linguistic and emotional needs, the parent employs creative strategies like media, games, and tailored interactions to maintain engagement. Challenges such as limited vocabulary and emotional barriers are addressed with real-time translation, individualized support, and a nurturing environment. Despite socioeconomic constraints, the parent demonstrates resilience and adaptability, ensuring meaningful exposure to both English and Indonesian. It can be concluded that parental beliefs and adaptability play a transformative role in supporting bilingual development. This highlights the importance of designing culturally sensitive and inclusive educational approaches that address the diverse needs of families in multilingual contexts.