




































ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

32 
 

CODE SWITCHING IN INDONESIA BILINGUAL EDUCATION   
 

Nala Sita Rukmi; Nurul Khasanah 
Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) PGRI Jombang  

Institut Agama Islam Negeri (IAIN) Ponorogo  

 
Abstracts 

Indonesian government policy supports the international of education at the 
secondary level, consequently more institutions have commenced bilingual 
programs. Content is taught both in Bahasa Indonesia and English, making code-
switching in classroom discourse. The study was conducted at a single International 
school in Semarang, East Java, Indonesia. This case study explored in what ways and 
under what circumstances Indonesian teachers and learners use code-switching in 
the selected bilingual classroom and semi structured interviews with six-bilingual 
class students and teachers at an International secondary school in Semarang, East 
Java in Indonesia are used to get the data. The finding shows Teachers’ and students’ 
code-switching demonstrated collectivist phatic functions – for example, teachers 
code-switched to build rapport, remind students and reduce students’ anxiety, and 
students code-switched to show their solidarity and concern for their peers. Thus, 
interconnectedness was a key characteristic of code-switching by both teachers and 
students. This study argues that code-switching is not just about language deficiency, 
but involves intentional communicative purposes which support teaching and 
learning. It can be concluded that code-switching can be a useful tool to bring about 
understanding of unfamiliar concepts and processes as well as the language 
associated with them. 

Keywords: Code switching, Bilingual Education, International Secondary school 
 
INTRODUCTION 

The implementation of the bilingual education in Indonesia started in 2004 
and gained its popularity for about 8 years establishing 1300 schools categorized 
as international standardized schools in 2012. English has become the language of 
choice in the current globalization era, and thus individuals around the world are 
striving to learn it. There is a rapid increase in the number of people who need to 
learn English because of employment and further education opportunities, socio-
economic growth, or keeping up with the advance of science and technology. In 
Southeast Asia, English is widely used as an international language, and in 2009 
was officially chosen as the working language of the Association of Southeast Asian 
Nations (ASEAN) (Kirkpatrick, 2012b). Indonesia as one of the ASEAN countries 
has taken English as its most important foreign language. Seen from the concentric 
circles model of the spread of English (Kachru, 1988), it belongs to the expanding 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

33 
 

circle of countries where English traditionally has the status of a foreign language. 
The teaching of English has been implemented over time from the level of primary 
(not compulsory) up to higher degree levels.  

A trend in Indonesia has been to establish educational institutions, either 
pre-university schools or higher education institutions, with a bilingual program, 
meaning the use of two languages in teaching a content subject. At the school level, 
for example, a bilingual education policy was introduced in 2003, Law No 20, for 
the National Education System (Act of The Republic of Indonesia, 2003) which 
required the central government and/or local government to establish one 
International Standard School (ISS), or commonly known as RSBI (the Pilot 
International Standard School) at each educational level (i.e. primary, junior 
secondary, senior secondary and senior vocational) in each of the approximately 
450 districts of the country (Coleman, 2009). However the RSBI policy was 
disbanded following The Constitutional Court in 2013. The reason for the 
termination was that it did not provide equal access to quality education 
(Aritonang, 2013). Nevertheless, the practice of using bilingual or English medium 
of instruction (EMI) is still pervasive (Zacharias, 2013). However, the crucial issue 
is that the teaching of English in Indonesia has not been a success (Cahyono & 
Widiati, 2004) and it has been reported that many high school graduates have very 
low English proficiency (Kirkpatrick, 2012a). In spite of this, schools and education 
institutions are still vigorously opening up programs offering English as the 
medium of instruction because it attracts applicants and is seen as raising the 
prestige of the school. The secondary school where this study took place began 
implementing a bilingual program in 2019 in two departments – Accounting and 
Business Administration at vocational high school in Semarang . The opening of 
this bilingual program was in line with the Higher Education Act No. 12 on 
internationalization of education (Act of The Republic of Indonesia, 2012). 

 I became aware that the bilingual program at this institution had attracted 
many students and considerable attention, but it had been executed without 
sufficient preparation. For example, Bahasa Indonesia and English were to be used 
as the medium of instruction but there was no clear policy about the proportion of 
each language during instruction. Also, teachers in this program were not ready to 
teach bilingually because they had low English proficiency. To solve this problem, 
the teachers were sent to undertake English courses. Some teachers told me 
informally that they felt burdened and under pressure but they took it as a 
challenge. I noticed that teachers had another challenge, which was to provide 
their own materials for teaching in this program due to the lack of suitable 
textbooks. Several teachers used monolingual textbooks in Bahasa Indonesia while 
some of them used English references to support their teaching  



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

34 
 

I also noticed that students in this program found it hard to follow the 
classroom instruction, and sometimes did not understand the teachers’ 
explanations. Nevertheless they still expected their teachers to use English so that 
they could gain more language exposure. These informal observations initiated my 
interest in code-switching in the bilingual program. Code-switching is the 
systematic alternate use of two or more languages in a single utterance or 
conversational exchange by bilinguals for communicative purposes (Levine, 2011). 
In the multilingual environment of this program, the students and teachers shared 
a local vernacular language, Javanese, and a national language, Bahasa Indonesia. 
English is used for particular instrumental functions but it is hardly ever used for 
naturalistic communication outside the classroom. 

Bilingual education in Indonesia was firstly in the educational system when 
the vernacular languages (such as: Javanese, Sundanese, Batak) were taught as a 
subject from elementary school to the end of junior secondary school. As the 
popularity of English increased, the teaching of a local language at some schools 
has been replaced by English, and since 1994 the teaching of English in primary 
school has been popular, even though not as a compulsory subject. It is compulsory 
in junior and secondary schools. Among the ASEAN countries, Indonesia is the only 
country which does not require English as a compulsory subject in the primary 
education curriculum. This relates to the need to promote use of the national 
language as well as maintain local. 

Generally in Indonesia, it is very tough to make students use English outside 
classrooms. Seen from sociolinguistic perspectives, the institutional language or 
the academic discourse is only happening in the classrooms via teachers. Students 
will choose their first language or vernacular language for social discourse (Tarone 
& Swain, 1995, p. 170). It is therefore crucial to consider, with the popularity of 
English, the complex situations in the classroom involving teachers and students. 
The use of English as the medium of instruction should be followed up by teachers’ 
competencies and skills, the context of teaching and their aspiration and 
perception about their learners . In line with this argument, Baker claimed:  

Decisions about how to teach [second language learners]….do not just 
reflect curriculum decisions…they are surrounded and underpinned by 
basic beliefs. about….[the learners’ main languages] and equality of 
opportunity (Baker, 1993, p. 247). 

Thus, bilingual education in Indonesia is related to the use of English in schools 
and tertiary education, which in turn involves the central issue of this study, 
classroom code switching. 

The practice of code--‐switching is often perceived negatively as a lack of 
linguistic competence. People who code--‐switch when speaking are assumed 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

35 
 

having lack of fluency in their target language. In school settings, it is even 
prohibited by some educational policies (Blackburn, 2018).  In the implementation 
of using the students’ L1 and L2 simultaneously during the teaching and learning 
process in bilingual classroom, the switch from one language to another cannot be 
avoided. Moreover, the switch occurs when teaching emergent bilingual students 
who are in the process of developing their new language for academic 
purposes(Gracia & Kleighfen, 2018). In some situations, teachers as bilingual 
speakers may need to switch or mix their language when communicating with 
their students. This practice of switching language is called code switching.  

Code-switching has attracted considerable research over the last few 
decades and has become a response towards addressing the needs of local 
classroom contexts when it is used (Creese & Blackledge, 2010). It has been the 
focus of study in Africa (Arthur, 1996, 1997; Setati et al., 2002; Probyn, 2009; 
Moodley, 2007; Andersson & Rusanganwa, 2011), in the Middle East (Rezvani & 
Rasekh, 2011), in America (Seidlitz, 2003; Palmer, 2009), and in Asia (Lin, 2006; 
Martin, 2005; Then & Ting, 2011). Among these diverse classroom code-switching 
studies, the often-quote dearly studies have been conducted in two main areas of 
context i.e. second language classrooms (ESL/EFL classrooms) and bilingual 
education classrooms.  
 
METHOD 

This case study explored the  usage  of code switching and also the features 
of code-switching for both teachers and students. Using a case study approach, it 
involved  semi structured  interviews with  a  bilingual class over one semester at 
an International  secondary school in East Java in Indonesia. This study adopts a 
qualitative research paradigm, namely interpretivism, which seeks an 
understanding towards a subjective world of human experience (Cohen, Manion & 
Morisson, 2011). The ontological characteristics can be interpreted from realities 
which are captured from collective or multiple evidence which is commonly 
experientially and socially based. The selection of research methodology needs to 
be guided by the purpose of the research and the intended research questions. The 
overarching research question of the study is:  
In what ways and under what circumstances do Indonesian teachers and learners 
use code-switching in the selected bilingual classrooms? 
 The study was conducted at a single International school  in Semarang , 
Middle  Java, Indonesia. This was a secondary bilingual school in Semarang , 
International  bilingual Secondary School.  The choice of the research site is 
influenced by Merriam (1998) who noted that qualitative research most often 
comes from the personal interest of the researcher. I chose this particular school  



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

36 
 

because I had been a teacher there for about nine years and had a personal interest 
to investigate the bilingual program after noticing some issues within it. The 
research participants were (a) Indonesian teachers teaching content subjects 
through English and (b) Indonesian students undertaking a bilingual program in 
the secondary bilingual education.  
  I visited the site one week earlier to adjust to the environment during a 
break period and talked to  to some teachers who had started their routine work 
before their teaching activities began. In fact not many teachers were on campus 
since it was just after a major Islamic feast, therefore calls were made to the 
potential teacher participants’ and appointments made with them directly. 
Culturally speaking, people prefer being approached in person so initial discussion 
with teachers was held at their most convenient places. By meeting them in 
person, it was easy to inform them about the research and obtain their agreement. 
The study involved detailed interviews with teachers and students.  
  Semi-structured Interview with some stimulated recall Interviewing 
participants is the most common data collection method in a qualitative study 
(Cassell & Symon, 2004, p. 11). The interviews were done to explore participants’ 
experiences in their code-switching practice. Six teachers and six students were 
interviewed. Prior to collecting the data, I came to the classes and informed the 
students about the research. I invited the students who were willing to participate 
in semi-structured interviews. I conducted semi-structured interviews with some 
of the participants before conducting the observation with a purpose to gain more 
background knowledge of the participants and the classroom situations.  
 
FINDING  
Teachers’  interview : 
Teachers stated their views about the concept of the establishment of the bilingual 
program, for example T1 revealed his opinion for opening the bilingual program: 

I hope that this program is not merely a trend but it has a good mission, for 
global market perhaps (T1, interview). 

T1 mentioned that the reason for opening the program should not have been just a 
trend but it should have a clear target. In fact some teachers blamed the students 
for having low English proficiency; therefore teachers thought that using English 
was not a good idea, which made them not use English at all. 
Another concern is that the program should have recruited teachers who have 
sufficient English, and also the ability to teach in a bilingual program. According to 
T5, teachers knew how to teach the content subject, but not through English:  

Teachers should have sufficient proficiency in English. Sometimes they are 
just good at teaching the content subjects but they don’t want to use 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

37 
 

English. They are more comfortable to use Bahasa Indonesia (T5, 
interview). 

Teachers’ level of comfort in using English is thus clearly a factor in the degree to 
which the program was in fact bilingual. 
The concept of code-switching for transmitting knowledge refers to code-
switching as a strategy or an approach to bridge the knowledge gap of the 
students. These two examples which occurred in different sessions show the use of 
code-switching to transfer knowledge by using Indonesian words in English 
sentences: 

T4: Today we’ll talk about general journal. Bagaimana cara pendebitan dan 
pengkreditan (how to put the account into debit or credit) then coding, 
kode 1, 2, 3, 4 (how to give code 1,2,3,4)  
T4: Some of you using dollar, some of you using Rupiah [Indonesian 
currency]. Even some of you using tanda tanya (question mark). 

The examples above demonstrate teachers’ switching out of English into Bahasa 
Indonesia to bridge students’ understanding by using Indonesian words and 
phrases in an English sentence. In the first example, the teacher switched into 
Bahasa Indonesia to tell students about the topic how to put an account into debit 
or credit and also to determine the coding in Computer Accounting. Meanwhile the 
second example showed that the teacher used Indonesian words tanda tanya 
instead of the English words question mark. The teacher switched into Bahasa 
Indonesia to help students understand the explanation better. The teacher stated 
in detail her reason for code-switching in the following interview: 

I used English when talking about something general, then moving into 
Bahasa Indonesia when explaining how to put the accounts into debit or 
credit. That was the main knowledge the students had to keep in their mind. 
I was afraid if they did not understand my explanation; therefore I moved 
into Bahasa Indonesia (T4, stimulated recall) 

The second strategy of code-switching for constructing and transmitting 
knowledge is to bridge the students’ understanding by reiterating information. The 
excerpt below is one example of how a teacher repeated information when she 
explained the topic historical balancing account which should have zero value: 

T4: The historical balancing account should be zero. Anda tidak boleh 
mengisi historical balancing account itu karena di account itu adalah 
semacam account yang digunakan untuk mengecek (you cannot fill out 
historical balancing account because this account has a function to check 
your work) if you’ve already finished entry all of this account, dilihat nilai 
nya nol atau tidak (you need to see the value, zero or not). 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

38 
 

The excerpt above reveals that the teacher is repeating the information which she 
stated at the beginning of her talk. Even though the repeated information is not 
directly following on from the original sentence, it seems clear that this type of 
code-switching is for restating the message or emphasising the information. 
Connecting to students’ local understanding can sometimes best be done by using 
an Indonesian word in an English sentence where there is no direct translation 
that reflects the local context. In other words, single-word code-switching may 
happen when the teacher uses an Indonesian word as a special term in her 
explanation, for example in the following case:  

T5: …modal asing itu adalah modal yang diperoleh (foreign capital is the 
capital you get) from external. It can be from bank, it can be from investors, 
it can be from ‘rentenir’ (a loan shark) ((giving funny expression))… 
whatever. 

The teacher above switched out of English and used Bahasa Indonesia’s locally 
meaningful word rentenir with the reason that she stated as follows:  

No, I cannot find the English word for ‘rentenir’ so that I just said ‘rentenir’ 
because they do understand in Indonesian context… I just could not find the 
translation of this word in English and there is no terminology ‘rentenir’ in 
Accounting (T5, stimulated recall).  

From the above statement, the word rentenir (a loan shark) best describes the 
context the teacher’s explanation. This word refers to a person commonly found in 
a village who makes money by lending cash with an extreme interest rate. 
Therefore rentenir can also be called lintah darat (a blood sucker). The teacher 
found it convenient to use such a local word since the English term may not be 
semantically equal and also because of the familiarity of this word. 

T5: Okay, well done! And I like your slides it’s very interesting slides and I 
hope eeh the next group will have a slide like these slides ((smiling and 
pointing her finger towards the PowerPoint slides)). Saya harapkan kalian 
bisa membuat slide seperti ini (I hope you can make the slide like this), It’s 
very nice slide. Slidenya itu bagus Eeh siapa yang bikin (the slide is 
good..who made it)? You ((talking to a student))? 

T5 began to deliver her feedback in students’ presentation by conveying praise in 
English. She said that she liked the PowerPoint slides. She switched out of English 
into Bahasa Indonesia to state her expectation for other groups that they should 
make good PowerPoint slides as well for their own presentation. 
Code-switching is the systematic alternate use of two or more languages in a single 
utterance or conversational exchange by bilinguals for communicative purposes 
(Levine, 2011). In the multilingual environment of this program, the students and 
teachers shared a local vernacular language, Javanese, and a national language, 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

39 
 

Bahasa Indonesia. English is used for particular instrumental functions but it is 
hardly ever used for naturalistic communication outside the classroom 
Students’ interview: 
 Students of this program stated their views about the concept of the bilingual 
program and what they felt and experienced. S1 revealed that not many teachers 
used English: 

The bilingual program and the regular ones are almost the same. Not many 
teachers can use English in class; we can count how many teachers who use 
English and those who don’t (S1, interview). 

S1 who was a ‘first generation’ student, enrolled in the first bilingual program 
offered by the institution, stated that how much English was used in each subject 
varied and it depended on the teacher. S2 added further information about the 
bilingual program: 

This program is open just for following the trend. We are not ready with the 
facility, human resources are not 100% available. So in my opinion.. like.. 
we are the first victims, poor us. I compared it with my high school in Blitar 
(a rural area in East Java). The bilingual program there was not that bad. So 
it [this program] should have been much better than high school level (S2, 
interview). 

It seemed that students had high expectations for this program. They felt 
disappointed after knowing they had been treated similarly to other students in 
the regular programs. S2 also made a point that the program should have been 
better than the bilingual program she took in her high school. 
The students generally expected that the teaching and learning activities should 
have been fully done in English and they actually wanted to limit the use of first 
language in the classrooms. S3 reported her opinion that she expected to use 
English only: 

I prefer full English in the class, not bilingual. It will force the students to 
read and do the activities in English. They will understand more English 
terminologies. On the other hand, if the teachers used bilingual, the 
students would use Bahasa Indonesia more and ignore English (S3, 
interview) 

The interview above indicates that using full English could give students more 
opportunities to get in touch with English. Conversely, some students thought that 
using bilingual pedagogy was a good strategy to learn English gradually as stated 
by S2: 

I think as a start we need to use bilingual. Even we can use three languages 
before full English. If we force ourselves to use English it can make us lost 
(S2, interview). 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

40 
 

Moreover, S6 stated that teachers should employ the first language in order to 
enforce the students’ understanding towards the explanations that they made:  

Teachers’ explanation should be delivered bilingually, first should be in 
English then repeated again in Bahasa Indonesia as reinforcement (S6, 
FGD). 

The interview above implies that first language still needs to be used in the 
bilingual class. However, Some students, on the other hand, were cautious that 
using first language or codeswitching in the classrooms has some drawbacks; for 
example S5 admitted that it could slow the progress to learn the target language: 

Too much Bahasa Indonesia can make us hard to use English because we 
are not familiar to use full English (S5, interview). 

Moreover, S4 added that code-switching makes the languages less structured and 
confusing: 

When we switch languages, sometimes our talk gets more confusing and 
not well structured because we do not realise of what we said (S4, 
interview). 

 S4 made a point that switching languages might make the speaker have less 
control of what he/she says which can cause confusion for the interlocutor or the 
listener. also found that using the first language made them spoiled and less 
attentive to the English explanation as stated by S3: 

We like listening to Bahasa Indonesia more than English. When the teacher 
explains in English, we do not give a full attention or force ourselves to 
think in English, we wait until the teacher explains in Bahasa Indonesia (S3, 
interview). 
 

DISCUSSION  
In short, students had different perceptions on the use of the first language 

in the classroom; some believed that using full English was best for gaining target 
language exposure; while others still believed that using bilingual was more 
reasonable to gain gradual improvement in learning the target language. In fact, 
most of the students expected to have more English exposure in their classroom 
learning, the excerpt above made an important point, that if students knew an 
explanation was coming in their first language, they did not listen as attentively to 
the English explanation. Students will choose their first language or vernacular 
language for social discourse (Tarone & Swain, 1995, p. 170). It is therefore crucial 
to consider, with the popularity of English, the complex situations in the classroom 
involving teachers and students. The use of English as the medium of instruction 
should be followed up by teachers’ competencies and skills, the context of teaching 
and their aspiration and perception about their learners . 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

41 
 

Ensuring the students’ understanding is the main goal why the teacher 
switched into Bahasa Indonesia in this situation. The teacher inserted the 
Indonesian words and phrases into her English explanation since she considered 
the information as the main knowledge that students have to keep in their minds. 
Apparently, the teacher was aware that using English explanation in this segment 
might not achieve students’ understanding therefore she decided to switch into 
Bahasa Indonesia. Bilingual persons use their two languages as opposed to their 
abstract ability in them is called functional bilingualism (Baker, 2001). It implies 
that function and context are two factors which vary widely depending on how 
much an individual speaker can maintain the use of the two languages over time 

In classroom discourse in bilingual education programs, switching and 
mixing between languages are common practices (see Arthur & Martin, 2006; 
Ariffin & Husin, 2011). Lin (2008) defines classroom code-switching as the 
alternating use of more than one language by any of the classroom participants. 
Levine (2011, p. 65) prefers the term code choice to code-switching since what he 
means by code is referring to ways of making meaning or semiotic systems in both 
linguistic and non-linguistic situations. 

In short, classroom code-switching refers to systematic use of two or more 
language alternations within one speech event occurring in the classroom 
discourse. Code-switching as it was explored pedagogically, also carried socio 
cultural, interpersonal and affective functions. However, the primacy of L1 was 
clearly apparent, especially for students for whom the classroom was an arena for 
the required use of English as a part of the mandated bilingual medium of 
instruction. Meanwhile, teachers used code-switching as a support to enact their 
classroom tasks including transferring knowledge, managing the classroom and 
building interpersonal relations with the students. 

 
CONCLUSION 
               This conclusion chapter articulates the interpretation of the major findings 
to explain how the practice of code-switching is shaped by the issues of a bilingual 
program . To answer the overarching research question, the way teachers and 
students codeswitched in the classroom demonstrated their multilingual 
competence in an educational setting where the bilingual policy had not been fully 
elaborated and the environment. was also not supportive of bilingual learning. 
(Macaro, 2014, p. 15). 
            Students on the other hand used code-switching for communicating their 
thoughts in a meaningful way. Although their interactions were limited to their 
classroom presentations, the way they code-switched was for building connection 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

42 
 

with the audience. Their TL limitation could sometimes impede the message but 
then code switching became the bridge to make sense of their language. 
            Further research should investigate trans language  practice in the similar 
context of this study i.e. where English is taken as a foreign language. It will be 
important to show how and why participants used multiple languages in the 
process of making sense of their bilingualism. This field of study can also explain 
how bilingual teachers and students gain experience and understanding of the 
content subject as well as the TL teaching and learning. 
 
References  

 
 Act of The Republic of Indonesia. (2013). Number 32 Year 2013 about the changes 
of The  

Government Policy Number 19 Year 2005 on the Standard of National 
Education. Retrieved 20/05/2013 from 
http://sipuu.setkab.go.id/PUUdoc/173768/PP0322013.pdf. 

Arthur, J. & Martin, P. (2006). Accomplishing lessons in postcolonial classrooms: 
Comparative  

perspectives from Botswana and Brunei Darussalam. Comparative 
Education, 42(2), 177-202. 

Andersson, I. & Rusanganwa, J. (2011). Language and space in a multilingual 
undergraduate  

physics classroom in Rwanda. International Journal of Bilingual Education 
and Bilingualism, 14(6), 751-764. 

Baker, C. (2001). Foundations of bilingual education and bilingualism. Bristol: 
Multilingual  
 Matters Limited.  
Blackburn, A.M. (2018). Cognitive Impact of Bilingualism and Language Habits at 
the Borders 

of Cultures and Nations. In: Inquiries into Literacy Learning and Cultural 
Competencies 

in a World of Borders (ed. T. Huber and P.S. Roberson),141--‐
166.Charlotte,NC: 

Information Age Publishing. 
Creese, A. & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A 
pedagogy for  
 learning and teaching? The Modern Language Journal, 94(1), 103- 115. 
Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th 
Edn.).  London: Routledge Falmer. 

http://sipuu.setkab.go.id/PUUdoc/173768/PP0322013.pdf


ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

43 
 

Cahyono, B. & Widiati, U. (2004). The tapestry of English language teaching and 
learning in  
 Indonesia. Malang: State University of Malang Press. 
Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: 
Functions, attitudes  
 and policies. AILA review, 16(1), 38-51. 
 Ferguson, G. (2009). What next? Towards an agenda for classroom code-switching 
research.  
 International Journal of Bilingual Education and Bilingualism, 12(2), 231-
241. 
García, O., & Kleifgen,J. (2018). Educating Emergent Bilinguals: Policies, programs 
and 

Practices for English Learners. (2nd ed.). New York, NY: Teachers College 
Press. 
Kirkpatrick, A. (2014a). Afterword. In R. Barnard, & J. McLellan (Eds.), Code 
switching in  

university English-medium classes: Asian perspectives (pp. 214-221). 
Bristol: Multilingual Matters. 

Lin, A. (2008). Code‐switching in the classroom: Research paradigms and 
approaches. In K. A.  

King & N. H. Hornberger (Eds.), Encyclopedia of language and education 
(pp. 273-286). Boston: Springer US. 

Levine, G.S. (2011). Code choice in the language classroom. Bristol: Multilingual 
Matters. 
Martin, N. (2011). Code-switching in Indonesian as a second language classrooms: 
Code- 
 switching between Indonesian and English. Saarbrücken: Lap Lambert. 
Moodley, V. (2007). Code-switching in the multilingual English first language 
classroom. 
 International Journal of Bilingual Education and Bilingualism, 10(6), 707-
722. 
Macaro, E. (2014). Where should we be going with classroom code switching 
research? In R. 

Barnard & J. McLellan (Eds.), Code-switching in university English-medium 
classes: Asian perspectives (pp. 10-23). Bristol: Multilingual Matters. 

Palmer, D.K. (2009). Code-switching and symbolic power in a second-grade two-
way  

classroom: A teacher's motivation system gone awry. Bilingual Research 
Journal, 32(1), 42-59. 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

 

44 
 

Rezvani, E. & Rasekh, A. (2011). Code-switching in Iranian elementary EFL 
classrooms: An  
 exploratory investigation. English Language Teaching, 4(1), 18- 25. 
Tien, C. & Li, D.C.S. (2014). Code-switching in a university in Taiwan. In R. Barnard 
& J.  

McLellan (Eds.), Code-switching in university English-medium classes Asian 
perspectives (pp. 92-104). Bristol: Multilingual Matters. 

Truckenbrodt, A. & De Courcy, M. (2002). Implementing a bilingual program. 
Melbourne:  
            Association of Independent Schools of Victoria. 
 


