<![CDATA[BIPA instruction positions language and culture as an integrated whole, facilitated through excursions as an immersion-based learning strategy. Although excursions are conceptually grounded in established theories and structured implementation stages, their execution in practice often encounters various challenges. This study aims to describe the challenges of implementing excursions in BIPA learning and the adaptive practices adopted by teachers and program organizers. Using a qualitative approach, data were collected through interviews, open-ended surveys, and documentation. These findings show that excursions in BIPA learning are not merely pedagogical practices that always proceed linearly, but are continuously negotiated at each stage. Therefore, the success of excursions in BIPA learning is not determined by the perfection of the design or the absence of challenges, but by the presence of adaptive practices that ensure learning experiences remain meaningful amid limitations and field dynamics.]]>
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