<![CDATA[This research aimed at investigating (1) the teacher’s perception on the use of Bilingualism in the classroom, (2) the way the teacher implements bilingualism in the classroom, (3) the students’ responses to the implementation of bilingualism in the classroom. This research was conducted under the qualitative case study design. The subject of this research involved an EFL teacher in Telkom Elementary School Makassar and the 28 students in grade 5B using purposive sampling. The data were gathered from classroom observations and interview. The findings showed that the teacher had a positive and comprehensive perception toward the use of bilingualism in English language teaching. The implementation of bilingualism-based language teaching was reflected through classroom practices by the teacher that involved separation of languages (by topic, by time, by place, by medium of activities, by function) and concurrent uses of languages (by translating, by previewing and reviewing, by translanguaging). In addition, the findings also showed that students responded positively toward the use of bilingualism in the classroom because it helped them understand lesson easier, increased their confidence, and encouraged greater engagement in learning English. However, bilingualism needed to use carefully to maintain the adequate exposure of the target language. Hence, it is obvious that bilingual practices can serve as crucial elements in teaching English when implemented appropriately based on students’ needs and classroom situation. Teacher should use bilingualism thoughtfully to enhance teaching effectiveness. ]]>
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