The Use of Code-Switching by Indonesian EFL Senior High School Teachers: Exploring Its Sociocultural Factors and Pedagogical Functions

Abstract

English as a Foreign Language (EFL) learning in Indonesia takes place in multilingual classrooms with diverse language backgrounds and learning needs. This condition makes code-switching part of classroom communication understood within its context. This study aimed to identify the sociocultural factors and pedagogical functions underlying Indonesian senior high school EFL teachers' use of code-switching and explain its role in classroom communication. This study employed a qualitative intrinsic case study design. Four EFL teachers in East Java were selected as participants. Data came from semi-structured interviews and classroom observations and were analyzed using Reflexive Thematic Analysis through coding, sub-themes, themes, and two analytical domains. The findings identified seven themes within sociocultural factors: students' multilingual language background; negotiating institutional policies and classroom realities; teachers' professional background and contextual sensitivity; social and cultural language norms; teachers' language adjustment process; technology and instant learning habits; and students' learning fatigue. The pedagogical functions produced six themes: supporting comprehension; managing interactions; affective support and rapport; facilitating active participation; preserving cultural identity; and building positive teacher-student communication. Code-switching was used strategically to respond to students' conditions and learning needs. The study therefore concludes that code-switching is a responsive communicative practice shaped by multilingual realities and pedagogical purposes.