CODE-SWITCHING IN ENGLISH LANGUAGE TEACHING: TYPES, REASONS, AND CLASSROOM IMPACT
DOI:
https://doi.org/10.31851/gnxzfh10Keywords:
code-switching, English language teaching, classroom interaction, teacher talk, EFL classroomAbstract
Code-switching remains common in English Language Teaching (ELT), particularly in multilingual classrooms where students have limited exposure to English outside school. In Indonesian vocational schools, teachers frequently alternate between English and Indonesian to facilitate communication and comprehension. This study investigated the types of code-switching used in classroom interaction, the reasons for language alternation, and its impact on students’ learning. A qualitative descriptive case study design was employed. Data were collected through classroom observations and interviews with one English teacher and students from two vocational classes at SMK YPIP Talang Ubi. The findings revealed three types of code-switching: inter-sentential switching, intra-sentential switching, and tag switching, with intra-sentential switching being the most dominant. The teacher used code-switching to explain difficult material, clarify meaning, manage classroom activities, check comprehension, and create a supportive learning environment. Students reported that code-switching helped them understand lessons more easily, participate more confidently, and reduce anxiety during English learning. These findings suggest that code-switching can function as an effective pedagogical strategy in EFL classrooms when used purposefully and strategically without reducing meaningful exposure to English.
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