Revitalising Local Language and Literature through the Ethnopedagogical Practice of Cultural Saturday in Elementary Education

Abstract

Globalisation and the prevalence of national and international languages have progressively sidelined the utilisation of local languages and literature in educational institutions, jeopardising linguistic and cultural diversity. This research seeks to rejuvenate the acquisition of local language and literature by implementing the ethnopedagogical initiative of Cultural Saturday in primary education. Based on an ethnopedagogical framework, this study utilised an educational ethnography design to document the lived experiences, cultural significances, and pedagogical values inherent in the Cultural Saturday program. Data were gathered over six months through participant observation, comprehensive interviews, and documentation from an elementary school implementing the program. The results show that Cultural Saturday is an effective way to incorporate formal education by incorporating local language and literature through six main cultural activities: wearing traditional clothing, listening to Sasak stories, singing regional songs, playing traditional games, dancing, and learning about traditional food. These exercises not only improve students' ability to speak and write in Sasak, but they also help them feel more connected to their culture and other cultures. The research provides a contextual framework for ethnopedagogical integration, fostering linguistic and cultural sustainability in early education. The results suggest that Cultural Saturday may serve as a replicable framework for multilingual and multicultural education globally, aligning with UNESCO's initiatives to preserve endangered languages and promote inclusive cultural education.