Multilingual Practices in the EFL Classroom: Investigating Code-Switching Types, Functions, and Students' perceptions
DOI:
https://doi.org/10.31258/ijebp.9.2.50-68Keywords:
Code_switching, Students’ Perception,, EFL classroom, English Language Teaching (ELT), Classroom interactionAbstract
Code-switching, or switching between two or more languages, is often used in EFL (English as a Foreign Language) classrooms to support teaching and learning. This study explores how teachers in five junior high schools in Pekanbaru use different types of code-switching, namely intra-sentential, inter-sentential, and tag switching, and the functions behind them, which range from academic to managerial and social purposes. Using a mixed-method approach that included classroom observations, teacher interviews, and student questionnaires, the research found that intra-sentential switching was the most commonly used. Teachers often used code-switching to explain difficult concepts, manage the class more effectively, and connect with students. Most students responded positively, saying it helped them better understand lessons and made the learning environment feel more supportive. However, a few expressed concerns that too much use of their first language might slow down their English progress. These findings suggest that while code-switching can be a powerful tool in EFL classrooms, it should be used thoughtfully and in balance to maximize its benefits and support students’ language development.
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