<![CDATA[Indonesia is a country with extraordinary linguistic diversity, with more than 718 regional languages, making almost all elementary school students grow up in multilingual environments. This study aims to identify the complexity of multilingual use among elementary school students in Indonesia, examine its implications for speaking and listening skills in Indonesian language learning, and formulate appropriate and responsive learning strategies. The method employed is a Systematic Literature Review (SLR) by searching Google Scholar, Garuda, Semantic Scholar, and Publish or Perish databases using keywords for the period 2016–2026, yielding 15 selected articles after four rigorous selection stages from 150 initial sources. The findings reveal that multilingual complexity among elementary students manifests in three main forms: language interference, code-mixing, and code-switching, all of which directly affect students' speaking and listening achievement. In speaking skills, first-language interference and low self-confidence are the primary barriers, while storytelling methods, role-playing, and integrated multilingual programs have proven effective in overcoming them. In listening skills, multilingual cognitive load and monotonous teaching methods are obstacles that can be addressed through audiovisual media and locally-based cultural media. This study affirms that multilingualism is not an obstacle but a linguistic potential that must be managed through translanguaging approaches, experience-based learning, creative media utilization, and inclusive curriculum design. Teachers' competence in understanding students' linguistic diversity is the key to the success of all these strategies.]]>
