<![CDATA[Language learning in elementary schools not only serves to develop linguistic competence but also plays a role in shaping students' identity, literacy, and character. This study aims to describe the implementation of sociolinguistics-based language learning and analyze its contribution to strengthening students' identity, developing literacy, and forming their character. The study used a qualitative approach with a case study design conducted in five elementary schools in Kerinci Regency and Sungai Penuh City. The research participants consisted of five teachers and ten students selected purposively. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results of the study show four main findings. First, sociolinguistics-based language learning is implemented through the integration of local language and culture, the use of social context as a learning resource, and classroom interactions that support sociolinguistic awareness. Second, this approach contributes to strengthening students' linguistic and cultural identities and increasing appreciation for diversity. Third, sociolinguistics-based language learning supports the development of contextual literacy, critical literacy, and multicultural literacy. Fourth, this approach helps shape students' character, particularly in aspects of tolerance, empathy, polite communication, mutual cooperation, and social responsibility. Research findings confirm that sociolinguistics-based language learning is a relevant approach for realizing more contextual, inclusive, and meaningful learning in elementary schools.]]>
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