English Learning Motivation and Learning Practices in Indonesian Primary School Context: Parent and Teacher Perspectives Sahiruddin 1 , Yana Shanti Manipuspika 2 {shrdn@ub.ac.id 1 , yana_shanti@ub.ac.id 2 } Universitas Brawijaya, Indonesia 1, 2 Abstract. This present study explores parents’ motivation in having their children enrolled at international school or bilingual school and teachers or educators’ motivation in providing English as the medium of instruction in the school. In addition, this study also examines the ecology that parents (n=14) and teachers (n=26) provide for children to develop their L2 proficiency (both at home and at school). This study is rooted in the framework of qualitative research. Moreover, the data were taken from online asynchronous computed mediated interview using structured-interview. Interview items for parents and teachers is adapted from Gardner’s [1] Attitude Motivation Test Battery (AMTB) and from Dewi [2]. Interview data were analyzed based thematic analysis, looking at the emerging themes from data. This study revealed that parents’ motivations for enrolling children in bilingual or international school were more integrative than instrumental. English as a lingua franca within the context of multicultural world has motivated parents and teachers to introduce English at the early education. Bilingual approach was found effective in English delivery system for social and cultural consideration. As part of the efforts of responding to the digital era, both parents and teachers bring multimodal sources (technology-based sources) in enhancing English learning. Keywords: Multicultural, Bilingual, English as Medium of Instruction (EMI), L2 Proficiency, Motivation 1 Introduction English has been widely acknowledged as an international language or lingua franca that majority of people around the world use to communicate across countries. Within multilingual and multicultural realities nowadays, English mediates people across the globe to communicate each other. In Indonesian context, the fundamental importance of English mastery has driven Indonesian government to issue educational policy where English is the first main foreign language taught as a compulsory subject in school since Indonesia’s independence in 1945 [3]. To respond to global competitiveness, Indonesian government in 2003 issued the frameworks and guideline through National Education System Law No. 20 of 2003 as to encourage top schools to upgrade its status for international standard school (ISS) where English was a medium of instruction for all subjects taught in classroom. People appreciated the regulation designated along with the demand of learning English, although the regulation was ceased in 2013 due to the decision of Constitutional Court with the consideration that international standard school brought threat to national identities. Although the new 2013 curriculum to some degree reduce ISCS 2020, November 04, Malang, Indonesia Copyright © 2021 EAI DOI 10.4108/eai.4-11-2020.2308901