Work

Code-Switching Practices Among Bilingual Teachers in English Classrooms at Indonesian Senior High Schools

Year: 2025

Type: article

Abstract: The purpose of this research is to analyze the pedagogical and linguistic dimensions of teacher-initiated code-switching, including its contributions to classroom interaction, students’ comprehension, and language acquisition. Employing a qualitative research design with a literature review approach, this study systematically synthesizes findings from ten selected peer-reviewed articles published between 2015 and 2025. The analysis covers multiple aspects such as situational, interpersonal, intersentential, and intrasentential code-switching, as well as the motivations and outcomes associated with such practices. The findings show that code-switching serves both linguistic and pedagogical functions. Linguistically, it facilitates students' understanding of complex grammatical or abstract concepts. Pedagogically, it improves participation, reduces language anxiety, and fosters an inclusive classroom environment. Additionally, teachers’ language choice is influenced by factors such as students’ language proficiency, social context, instructional goals, and teachers’ teaching styles. These insights contribute to the ongoing discourse on bilingual education and offer practical implications for improving classroom strategies and teacher training in EFL contexts.

Source: SCAFFOLDING Jurnal Pendidikan Islam dan Multikulturalisme

DOI: 10.37680/scaffolding.v7i3.7717

Authors: Amaliah Amaliah, Haryadi Haryadi

Institutions: Atma Jaya Catholic University of Indonesia, Universitas Muhammadiyah Palembang

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $49