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p-Index From 2020 - 2025
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All Journal Journal of English and Education Indonesian TESOL Journal
Arumaisya, Syifana
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Education Languange, Linguistic, Communication & Media

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A Systematic Review of Code Switching in Bilingual Education: Patterns, Trends, and Insight from English Classroom Practice Arumaisya, Syifana
Indonesian TESOL Journal Vol. 7 No. 2 (2025): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i2.6140

Abstract

This study investigates the role of code-switching in bilingual educational settings, emphasizing its significance in enhancing students' comprehension and adaptability within diverse contexts. Despite its importance, the study identifies a notable gap in existing literature regarding the specific types of code-switching employed by teachers and students in classrooms. A systematic review was conducted to examine trends and research gaps in code-switching studies from 2013 to 2023, with an emphasis on peer-reviewed articles containing relevant keywords. The review used the Web of Science database and Boolean operators to reduce search results, yielding 579 articles. Following a thorough review, 25 studies were chosen for analysis, with a prevalence of mixed-methods and qualitative research methodologies. The findings demonstrated significant variances in methods of research over the last decade, with a shift in focus in bilingual education between 2018 and 2020. The study divides code-switching into three types: situational metaphorical code-switching, inter-sentential, and intra-sentential code-switching. Furthermore, it reveals that several studies emphasize the impact of socio-attitudinal factors on code-switching behaviors in teachers and students. This study contributes to the understanding of code-switching by offering a thorough analysis of its categories and methodology during the last 10 years. It highlights the complexities of code-switching across linguistic and cultural contexts, and it argues for multidisciplinary approaches to investigating language usage and communication issues in multiple sociocultural settings.
Reframing English teacher identity through pedagogy of disjuncture and critical incidents in global Englishes Maharsi, Ista; Imelwaty, Sri; Perpisa, Lili; Ramadhanti, Dina; Arumaisya, Syifana
Journal of English and Education (JEE) Vol. 11 No. 2 (2025): Vol 11 No. 2 (2025): VOLUME 11 NO 2 NOVEMBER 2025
Publisher : English Education Department, Universitas Islam Indonesia

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Abstract

Global Englishes (GE) has challenged long-standing native-speaker norms by affirming the legitimacy of diverse English varieties, yet its classroom implementation remains limited. This article introduces the pedagogy of disjuncture as a conceptual response to this gap. Building on transformative learning theory, it redefines disjuncture as a deliberate pedagogical resource rather than as an obstacle. The core idea of this approach is designed for disjuncture. Unlike traditional uses of Critical Incidents, which often depend on retrospective accounts of classroom experiences, designed disjuncture is intentionally created encounters that expose teachers to linguistic diversity, communicative breakdowns, or intercultural tensions. By structuring these incidents as planned interventions, teacher education can guide participants through cycles of exposure, reflection, and dialogue that lead to the reshaping of professional identity. The contribution of this article is twofold. Conceptually, it combines GE, teacher identity research, and transformative learning into a cohesive framework that broadens the scope of Critical Incident pedagogy. Practically, it outlines how designed disjuncture can be integrated into teacher education curricula worldwide, helping teachers move beyond rhetorical acceptance of GE toward resilient, critically aware professional identities suited for multilingual classrooms.
Co-Authors Dina Ramadhanti Ista Maharsi Perpisa Lili Sri Imelwaty