Code Switching in English as a Foreign Language Classroom at Vocational High School

Abstract

In learning environments where more than one language is spoken, the use of code switching has become a prevalent linguistic behavior, yet its pedagogical functions in vocational high school English Foreign Language (EFL) contexts remain underexplored. While much research has examined code switching in general education settings, limited studies focus specifically on how it operates within the unique dynamics of vocational schools in Indonesia. This study aims to fill a research gap by exploring the types and communicative functions of code-switching practiced by English teachers at a vocational high school, while also delving into students’ interpretations of these linguistic strategies. Adopting a descriptive qualitative methodology, the study primarily relies on literature-based references, supplemented with empirical insights collected through teacher interviews and student-distributed questionnaires. The data were processed through thematic analysis to uncover recurring motifs concerning the application and perception of code-switching within the classroom environment. The study focuses on three types of code switching intersentential, intrasentential, and tag switching to examine how they are applied in real classroom interactions. Findings indicate that teachers use code switching as a deliberate strategy to improve student comprehension, reduce language anxiety, and build rapport, particularly among learners with limited English proficiency. Students expressed predominantly positive responses, noting that code switching helps them better understand lessons and participate more confidently. The study concludes that code switching, when used thoughtfully, can support more inclusive and effective language instruction in vocational high schools, suggesting the need for greater recognition of local linguistic practices in formal EFL pedagogy.