<![CDATA[Code-switching is a common linguistic practice in English as a Foreign Language (EFL) classrooms in Indonesia, particularly within bilingual instruction in higher education. Lecturers frequently alternate between English and Indonesian to facilitate content delivery, reduce communication barriers, and enhance students' comprehension of complex concepts. This study aimed to identify the types of code-switching and examine their pedagogical functions in the English Education Study Program at Universitas Lancang Kuning. A qualitative descriptive approach was employed over a three-month period. Data were collected through classroom observations, audio recordings of teaching and learning activities, semi-structured interviews with lecturers, and field notes as supporting instruments. The collected data were transcribed and analyzed using qualitative content analysis involving data reduction, coding, categorization, and interpretation to identify the patterns and pedagogical functions of code-switching. The findings revealed that lecturers employed three types of code-switching: inter-sentential switching, intra-sentential switching, and tag switching, with inter-sentential switching occurring most frequently. Pedagogically, code-switching functioned to facilitate knowledge construction, manage classroom activities, and strengthen interpersonal relationships between lecturers and students. Knowledge construction emerged as the dominant function, particularly in explaining difficult concepts, providing instructions, and clarifying learning materials. These findings indicate that code-switching is an effective pedagogical strategy for supporting meaningful classroom interaction, improving students' comprehension, and creating a more accessible and engaging EFL learning environment in higher education.]]>
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