<![CDATA[Intensive Arabic programs in Indonesia are built on a contradiction: they are designed to maximize exposure to Arabic, yet they enrol beginners who cannot yet use Arabic to learn Arabic. This study examines how lecturers in one such program manage the boundary between Arabic and Indonesian during instruction, and what that management implies for language policy in comparable settings. A qualitative case study was conducted at the Language Development Center of UIN Sunan Ampel Surabaya. It combined nine weeks of classroom observation across eighteen beginner classes, in which 444 switch events were recorded, with semi-structured interviews with nine lecturers and eighteen students. Analysis proceeded interactively, with structural categories fixed a priori and pedagogical motives derived inductively. Rather than treating switching as a lapse in target-language discipline, the study argues that it is better understood as part of the instructional design of intensive programs. Teacher preparation and institutional language policy should therefore be organized around that recognition.]]>
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