An Efl Secondary Teacher’s English and Multilingualism Practices: an Observational Study

Abstract

English and multilingual practices are unavoidable in the EFL classroom. This study reports on an observational study of the English and Multilingual practices of a secondary teacher in an EFL classroom. Qualitative data from classroom observation were collected and analyzed. The instruments are observation transcripts from video recording and observational form. The findings show that the participant makes use of several languages, which include Arabic, English, and Indonesian. In addition, she practices English and Multilingualism by doing code-switching during her teaching sessions. The participant used English more dominantly during learning activities, namely when she praises students, giving examples and when she appoints students to make sentences. Arabic is used when the class is about to finish. In terms of Indonesian, the participant was using Indonesian when she practiced code switching. The use of code switching is to encouraging, bridging the conversation and accommodating student proficiency. Given these findings, in English classrooms in Indonesia, the use of other languages, especially Indonesian and Arabic, is possible. Therefore, the utilization of all linguistic resources in English classes in the Indonesian context is highly possible.