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Code-switching and Its Relation to Language Acquisition: A Study of L1 Indonesian and L2 English

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 9 No. 1 (2026) · pp. 226–234

DOI
10.34050/els-jish.v9i1.48848
ISSN
2621-0835, 2621-0843
Published
2026-03-27
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

This study examines the role of Indonesian–English code-switching in the process of second-language acquisition by synthesizing findings from previous research using a qualitative library method. The analysis shows that code-switching is a prominent linguistic practice in Indonesian educational and social contexts, serving multiple pedagogical, cognitive, and pragmatic functions. The findings reveal that code-switching operates as a cognitive scaffold, helping learners comprehend difficult English input by linking new information to familiar linguistic structures. It also reduces anxiety and increases classroom interaction, enabling students to participate more confidently during English lessons. In addition, frequent exposure to bilingual communication facilitates incidental vocabulary learning and contributes to the development of pragmatic competence, particularly through digital and peer interactions. However, the study also identifies potential drawbacks of excessive switching, including reduced English immersion and the emergence of hybrid morphological forms that may hinder grammatical accuracy. These findings highlight the complex and dual nature of code-switching: it is beneficial when used strategically but may become a barrier when overused. Overall, the study concludes that effective English language pedagogy in Indonesia requires a balanced approach that recognizes the supportive role of L1 while ensuring adequate exposure to English for long-term acquisition.

Keywords

Collaboration network of the authors

5 authors · 7 co-authorship links · 3 across different organisations

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  • Universitas Sumatera Utara
  • Institut Agama Islam Negeri Langsa
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Naza FanisaUniversitas Sumatera Utara1
Fajar Rahmatul KhalikUniversitas Sumatera Utara1
Dedy SuheryInstitut Agama Islam Negeri Langsa1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Code-switching and Its Relation to Language Acquisition : A Study of L1 Indonesian and L2 English</dc:title>
	<dc:creator xml:lang="en">Nila Ulfah, Khanandya</dc:creator>
	<dc:creator xml:lang="en">Br.Perangin-angin, Alemina</dc:creator>
	<dc:subject xml:lang="en">Code-Switching</dc:subject>
	<dc:subject xml:lang="en">Indonesian–English Bilingualism</dc:subject>
	<dc:subject xml:lang="en">Second-Language Acquisition</dc:subject>
	<dc:subject xml:lang="en">Classroom Interaction</dc:subject>
	<dc:subject xml:lang="en">Vocabulary Development</dc:subject>
	<dc:description xml:lang="en">This study examines the role of Indonesian–English code-switching in the process of second-language acquisition by synthesizing findings from previous research using a qualitative library method. The analysis shows that code-switching is a prominent linguistic practice in Indonesian educational and social contexts, serving multiple pedagogical, cognitive, and pragmatic functions. The findings reveal that code-switching operates as a cognitive scaffold, helping learners comprehend difficult English input by linking new information to familiar linguistic structures. It also reduces anxiety and increases classroom interaction, enabling students to participate more confidently during English lessons. In addition, frequent exposure to bilingual communication facilitates incidental vocabulary learning and contributes to the development of pragmatic competence, particularly through digital and peer interactions. However, the study also identifies potential drawbacks of excessive switching, including reduced English immersion and the emergence of hybrid morphological forms that may hinder grammatical accuracy. These findings highlight the complex and dual nature of code-switching: it is beneficial when used strategically but may become a barrier when overused. Overall, the study concludes that effective English language pedagogy in Indonesia requires a balanced approach that recognizes the supportive role of L1 while ensuring adequate exposure to English for long-term acquisition.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2026-03-27</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/48848</dc:identifier>
	<dc:identifier>10.34050/els-jish.v9i1.48848</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 9 No. 1 (2026): MARCH; 226-234</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v9i1</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/48848/14251</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Khanandya Nila Ulfah, Alemina Br.Perangin-angin</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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