Investigating Teachers’ Reasons for Employing Code-Switching in EFL Classrooms at MA Al Urwatul Wutsqaa

Abstract

Code-switching is a common feature of English as a Foreign Language (EFL) classrooms in which teachers and students share a first language and learners have different levels of English proficiency. This study investigated teachers’ pedagogical and non-pedagogical reasons for employing code-switching in EFL classrooms at MA Al Urwatul Wutsqaa, Benteng, Sidenreng Rappang. A descriptive qualitative design was used with two English teachers selected through purposive sampling. Data were obtained through classroom observation, an observation sheet, audio recording, and semi-structured interviews. Observation data were classified using Poplack’s typology of inter-sentential, intra-sentential, and tag switching, while interview data were analyzed thematically to identify pedagogical and non-pedagogical reasons based on Hoffman’s framework. The findings show that both teachers used all three forms of code-switching across explanation, instruction, feedback, classroom management, comprehension checking, and informal interaction. Pedagogically, switching to Indonesian helped clarify difficult concepts, introduce unfamiliar vocabulary, explain grammar, give clear directions, check understanding, accommodate differences in proficiency, and sustain students’ participation. Non-pedagogically, it helped teachers build rapport, create a relaxed classroom atmosphere, reduce anxiety, and make interaction more natural. Both teachers nevertheless emphasized that English should remain the principal language of instruction. The study concludes that code-switching is most useful when it is purposeful, limited to situations in which additional support is needed, and balanced with sufficient English exposure.