Code-Switching and Code-Mixing in Indonesian EFL Classrooms: Teacher-Student Interactions in North Biak
Keywords:
Code-switching, Code-mixing, Bilingual education, Classroom interaction, English language teachingAbstract
This study investigates the types and functions of code-switching and code-mixing used by the English instructor and students at State Junior High School 2 Warsa – Biak during an English language training program. The data were collected through recorded classroom interactions, observations, and elicitation techniques. Using Hoffman’s theoretical framework for bilingual language use, the analysis revealed four types of code-switching—namely intra-sentential, inter-sentential, emblematic, and intra-word switching—as well as one type of code-mixing, intra-sentential code-mixing. The findings show that intra-sentential switching was the most frequently used, indicating the instructor’s linguistic strategy to embed English vocabulary and grammar within Indonesian or Papuan Malay structures. Additionally, the study identified seven reasons for the use of code-switching and code-mixing, including clarification, repetition, emphasis, and topic-shifting. These linguistic practices served pedagogical purposes, facilitating better comprehension and engagement in the bilingual classroom. The study concludes that code-switching and code-mixing are effective tools for scaffolding language learning, particularly in multilingual educational contexts such as Warsa – Biak.
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