Technological advancements in the era of globalization have increasingly required students to master multiple languages to compete in the digital world. Foreign languages, such as English, are often seen as the key to success in education and careers.
In fact, some schools have started incorporating other foreign languages like French, German, Arabic, Japanese, Korean, Mandarin, and others to equip students with international language skills.
In social interactions, students tend to adjust their language, especially when in a foreign region, to adapt and be accepted within the group. For example, a student moving from Sulawesi to West Java will likely learn Sundanese in both school and social settings.
This can be very beneficial as it helps students understand and appreciate different cultures, especially when it comes to facilitating communication and interaction in daily social life. However, this demand for linguistic versatility doesn't always lead to positive outcomes.
A significant dilemma arises as students become proficient in various languages: the risk of gradually forgetting their mother tongue, potentially leading to an identity crisis and prompting them to question, "Who am I?"
According to Edward Sapir and Benjamin Lee Whorf in the "Sapir-Whorf Hypothesis," a person's language structure affects how they think and understand the world.
Sapir and Whorf argue that language doesn't just reflect reality but also shapes our experiences and perceptions of the world.
So, what happens to someone who is fluent in multiple languages? How do they think about social interaction? Do they have 1,001 ways of seeing and acting?
Mastering many foreign and local languages can undoubtedly enrich a person's experiences, thoughts, and perceptions. In a questionnaire I distributed to 27 randomly selected students, 26 of them chose the option that they adjust their language when in different places.
They believe this is an effective way to create a comfortable and pleasant atmosphere.