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A study on the language of instruction by an English teacher at SMKN 1 Gowa revealed the use of three languages Makassarese, Indonesian, and English to accommodate students diverse linguistic abilities. The qualitative research, involving interviews and observations, found that Makassarese was used to help students with limited proficiency in Indonesian and English better understand the material. The main reason for using multiple languages was to bridge the understanding gap among students from different linguistic backgrounds. To support this trilingual approach, teachers received training in multilingual teaching methods, developed teaching materials in all three languages, and implemented mentoring programs to improve language integration in the classroom.

Language of Instruction, English Teacher, Student Linguistic Diversity, Multilingual Teaching Methods