<![CDATA[The use of the first language (L1) in English as a foreign language (EFL) classrooms remains a contested issue. While monolingual approaches advocate maximum use of the target language, a growing body of research and translanguaging theory recognizes that strategic L1 use can support learning. In Indonesia, where English is learned as a foreign language with limited exposure outside school, teachers frequently switch between English and Indonesian, yet the types and functions of this practice and how students perceive it remain underexplored. This study aimed to identify the types and functions of teachers' code-switching in EFL classrooms and to examine students' perceptions of it. A convergent mixed-methods design was employed at a junior high school in [City X]. Data were collected through audio-recorded observations of 18 lessons taught by three English teachers and a questionnaire administered to 96 students. A total of 412 instances of code-switching were identified. Based on Poplack's typology, intra-sentential switching was the most frequent (48.1%), followed by inter-sentential (38.1%) and tag switching (13.8%). Functionally, code-switching was used mainly for explaining grammar and meaning (29.4%), managing the classroom (21.6%), checking comprehension (15.5%), building rapport (14.1%), giving instructions (12.6%), and repetition or emphasis (6.8%). Most students perceived code-switching as helpful for understanding lessons (84.4%) and instructions (87.5%) and as making them feel more comfortable (79.2%), although 65.6% also wanted teachers to use English predominantly. The findings suggest that code-switching functions as a pedagogical resource, but it should be used judiciously to balance comprehension and target-language exposure.]]>
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