Bilingualism as A Milestone: Insights from Pre-Service Teachers’ Experiences

Abstract

Future teachers' attitudes and beliefs shape the way teaching and learning are conducted. The perception of bilingualism within themselves affects their behavior and motivation in fostering bilingual classrooms. This study aimed to explore the perceptions of preservice teachers towards bilingualism and how these perceptions influence their aspirations, teaching strategies, and professional goals. This study implemented a qualitative research design, involving six purposively chosen participants from second-year English Education Department students. Data were collected through an online Focus Group Discussion (FGD), allowing participants to share insights on their experiences, beliefs, and aspirations regarding bilingualism. The findings revealed diverse perceptions of bilingualism, highlighting its practical benefits in professional and personal contexts, such as improving communication skills, gaining social recognition, and enhancing career opportunities. Participants emphasized the role of bilingualism in increasing self-value and the need to balance the use of English and Bahasa Indonesia in teaching. Strategies such as translation, storytelling, and situational adaptation were identified as key approaches to bilingual instruction. Additionally, participants’ career aspirations varied, with some viewing international schools as opportunities for growth, while others prioritized readiness before taking on such challenges. These findings underscore the importance of fostering positive attitudes toward bilingualism and equipping pre-service teachers with the skills to navigate diverse and multilingual classrooms effectively.