<![CDATA[This study aims to analyze the role of the instructional language in fostering student learning engagement in a multilingual classroom at Grade X MAN 1 Merangin. The study focuses on the use of Indonesian as the main language of instruction, the function of local languages, and the practices of code-switching and code-mixing in the teaching and learning process. A qualitative descriptive approach with a case study design was employed. Data were collected through observation, interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldana. The findings show that Indonesian serves as the primary instructional language in classroom interaction. However, learning becomes more effective when teachers integrate local languages to clarify difficult concepts. Code-switching and code mixing function as pedagogical strategies that help students understand meaning, strengthen comprehension, and increase classroom interaction. The results also indicate that flexible language use in teaching has a direct impact on student engagement, such as asking questions, participating in discussions, and responding to teachers. The more communicative the instructional language is, the higher the level of student participation. This study concludes that instructional language is not only a medium for delivering content but also a social tool that shapes student engagement in multilingual classroom contexts. Translanguaging practices are proven relevant in creating inclusive and active learning environments.]]>
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