Published date: Dec 21 2022

Journal Title: KnE Social Sciences

Issue title: 5th International Conference on Education and Social Science Research (ICESRE)

Pages: 47–61

DOI: 10.18502/kss.v7i19.12428

AB Prabowo KAabprabowo@upgris.ac.idEnglish Education Department, Universitas PGRI Semarang, 50166, Indonesia

Ririn AmbariniEnglish Education Department, Universitas PGRI Semarang, 50166, Indonesia

Interactions between students and between students and teachers are the key to successful learning. This study examines whether code-switching to using English for teaching Math in Semarang’s Early Childhood Education or PAUD programs can improve student interactions. This study investigated how early childhood education teachers implemented code-switching to English instructions for young learners. According to the findings of the study, early childhood educators utilized English, Indonesian, and Javanese interchangeably. The results indicated that the implications of code-switching in school are an approach to acquiring literacy because students can use different languages in a natural and meaningful manner while participating in classroom activities. The study shows that using code-switching in multilingual mathematics classrooms is a beneficial strategy to improve student interactions in classroom activities and is an effective method of transferring knowledge to students. The study further proves that code-switching implications do not result in a learning deficiency.

Keywords: Code-switching, English for Young Learners, English for Math, Instruction

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