Inclusive communication for SDGs in BIPA: Politeness-based pragmatic strategies supporting sustainable behavior and environmental awareness

¹ Faculty of Languages and Arts, Universitas Negeri Surabaya, Indonesia
² School of International Letters and Cultures, Arizona State University, Arizona, USA
³ Faculty of Vocational, Universitas Negeri Surabaya, Indonesia
⁴ Faculty of Education, Universitas Negeri Surabaya, Indonesia
⁵ Faculty of Teacher Training and Education, Universitas Islam Kadiri, Indonesia

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Foreign learners’ ability to interact effectively in Indonesian multilingual classrooms requires not only linguistic skills but also sensitivity to social expectations that support shared responsibility in communal spaces. This study investigates how politeness and avoidance strategies shape socially sustainable interaction in Bahasa Indonesia untuk Penutur Asing (BIPA) programs. Data were collected from two classroom observations, audio-recorded group activities, and short elicitation interviews with ten international students enrolled in BIPA courses at three Indonesian universities. Thematic analysis shows that learners frequently use mitigated requests, humor, and non-confrontational negotiation when adjusting seating, sharing materials, and maintaining cleanliness. These practices uphold interpersonal harmony while promoting responsible use of shared resources. The findings indicate that pragmatic competence functions as a behavioral foundation of sustainability literacy, contributing directly to the realization of SDG 4 (Quality Education), and supporting SDG 11 and SDG 12 through collective care and conflict avoidance. This study proposes a transferable pedagogical framework positioning pragmatic instruction as a pathway to developing inclusive and environmentally aware classroom communities. Implications for integrating sustainability-oriented communication into BIPA and other multilingual language learning contexts are discussed.