The Experience of use Code Switching and Code Mixing in Multilingualism Context Among Indonesian Pre-Service Teachers Teaching in Malaysia and Indonesia: A Descriptive Study

OLIFIYA ELIA EMILDA, Dzulfikri Dzulfikri, Sonny Elfiyanto

Abstract


Code switching and code mixing have become common pedagogical practices in English language classrooms, particularly in multilingual contexts where students possess diverse linguistic backgrounds and varying levels of English proficiency. Although previous studies have explored the pedagogical functions of code switching, limited research has investigated the experiences of Indonesian pre-service teachers who teach in different educational contexts. This study aims to explore how Indonesian pre-service teachers apply code switching and code mixing during their teaching practicum in Malaysia and Indonesia and to examine the similarities and differences in their multilingual classroom practices. This study employed a descriptive qualitative approach with a multiple case study design. Four Indonesian pre-service teachers participated in semi-structured interviews, consisting of two participants who completed their teaching practicum in Malaysia and two in Indonesia. The data were analyzed using Braun and Clarke’s (2006) thematic analysis. The findings revealed that participants in both contexts intentionally employed code switching and code mixing to manage classroom interaction, explain academic content, and build positive teacher–student relationships. These practices enhanced students’ comprehension, encouraged classroom participation, reduced language anxiety, and increased students’ confidence in learning English. However, differences were found in the frequency and purposes of language alternation. Participants teaching in Malaysia relied more frequently on code switching due to students’ lower English proficiency and multilingual backgrounds, whereas participants teaching in Indonesia used code switching more selectively to maintain students’ exposure to English. The findings suggest that strategic code switching functions as an effective pedagogical scaffold that supports English language learning while accommodating students’ linguistic needs in multilingual classroom contexts.


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