LANGUAGE COMBINATION IN EFL BILINGUAL INSTRUCTION: A DISCOURSE-ANALYTIC STUDY OF TEACHER CODE-SWITCHING

Abstract

This study examines the code-switching practices of EFL teachers in bilingual classrooms through the approach of discourse analysis. Using a descriptive qualitative design, data were collected through classroom observations, transcriptions, and interviews with a bilingual EFL teacher. The findings reveal that the teacher used three types of code-switching: tag-switching, inter-sentential switching, and intra-sentential switching, which were all used strategically during the class. For all types of code-switching, the teacher used these to explain complex material (instructional), to manage classroom activities (managerial), and to encourage or connect with students (interpersonal). Rather than hindering successful language acquisition, in fact, code-switching provides a supportive scaffold that enhances comprehension, active participation, and teaching efficacy. This paper emphasizes the relevance of code-switching within pedagogy and adds to the existing literature on bilingual pedagogy within EFL teaching contexts.