<![CDATA[The instruction of abstract grammatical concepts, such as the Present Continuous Tense, presents significant cognitive challenges for Young Learners in English as a Foreign Language (EFL) context, particularly where exposure to the target language is limited. While traditional "English-Only" pedagogies often view the use of the First Language (L1) as a hindrance, recent "multilingual turn" perspectives argue for its value as a cognitive resource. This study investigates the pedagogical functions of L1 (Indonesian) in a Grade 4 EFL classroom at a public elementary school located in the Sumenep region, East Java, Indonesia. Employing a descriptive qualitative case study design, the research utilizes Classroom Discourse Analysis (CDA) to examine the verbal interaction of a teacher candidate during a 73-minute instructional session. Preliminary analysis revealed that the teacher utilized L1 for approximately 80% of the instruction. However, rather than indicating a lack of proficiency, micro-analysis of the discourse demonstrates that this code-switching served as a systematic scaffolding strategy. The findings reveal four primary pedagogical functions of L1: (1) Meta-linguistic Scaffolding, used to bridge the conceptual gap between Indonesian lexical time markers and English morphological inflection; (2) Interactive Scaffolding, employed to repair communication breakdowns and sustain the Initiation-Response-Feedback (IRF) cycle; (3) Managerial Scaffolding, utilized to reduce extraneous cognitive load during complex task instructions; and (4) Affective Scaffolding, used to build rapport and reduce anxiety. The study concludes that in low-exposure TEYL contexts, the L1 functions not as a barrier, but as a vital semiotic tool that transforms abstract linguistic input into comprehensible intake.]]>
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