ETHNOGRAPHIC INSIGHTS INTO CODE-SWITCHING PRACTICES AMONG ENGLISH LANGUAGE LEARNERS IN CLASSROOM INTERACTIONS

Abstract

This study investigates the types, functions, and motivations of code-switching among English learners in an Indonesian university through an ethnographic lens. The research aimed to uncover how code-switching operates pedagogically and socially during classroom interactions. Using classroom recordings, observation logs, and interviews, the study applied thematic coding and functional categorization to analyze naturally occurring language use. The findings revealed three dominant types of code-switching: inter sentential, intra sentential, and tag switching, each strategically employed by learners and instructors. Code-switching fulfilled multiple functions such as clarifying instructional content, managing classroom behavior, facilitating game based activities, and expressing cultural identity. These insights suggest that code-switching enhances learning and supports learner engagement by bridging linguistic and cultural contexts. The study contributes to the growing body of sociolinguistic research on bilingual classroom practices and highlights the need for teacher training that legitimizes and harnesses code-switching. Future research should expand to multiple sites and include learner perceptions to further understand the pedagogical and affective impact of code-switching in English as a Foreign Language environments.