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All Journal International Journal of Educational Best Practices
Supriusman
English Study Program, Faculty of Teachers Training and Education, Universitas Riau, Indonesia
Education Social Sciences Other

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MULTILINGUAL PRACTICES IN THE EFL CLASSROOM: INVESTIGATING CODE-SWITCHING TYPES, FUNCTIONS, AND STUDENTS' PERCEPTIONS Rahmat Solihin; Novitri; Supriusman
International Journal of Educational Best Practices Vol. 9 No. 2 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v9.n2.p50-68

Abstract

Code-switching, the practice of alternating between two or more languages within discourse, constitutes a significant pedagogical strategy in English as a Foreign Language (EFL) instruction. This study examines the types and pedagogical functions of code-switching employed by English teachers across five junior high schools in Pekanbaru, Indonesia. Utilizing a mixed-methods research design involving classroom observations, semi-structured teacher interviews, and student questionnaires, the study identifies three types of code-switching: intra-sentential, inter-sentential, and tag switching. The findings reveal that intra-sentential code-switching was the most frequently employed form. Teachers primarily used code-switching to elucidate difficult concepts, maintain classroom management, and foster interpersonal connections with students. Most students responded favorably, indicating that code-switching enhanced their comprehension and created a more supportive classroom environment. Nevertheless, some students expressed concern that excessive reliance on the first language might hinder their English proficiency. The study concludes that code-switching, when used judiciously, can serve as an effective pedagogical tool that facilitates both cognitive and linguistic development in EFL classrooms.
Co-Authors Novitri Rahmat Solihin