Code-Switching and Code-Mixing: Bridging Communication For Native and Non-Native Speakers in a Multilingual Classroom

Abstract

This research aims to describe the forms and functions of code-switching and code-mixing in academic interactions at Nahdlatul Ulama University of Purwokerto, particularly in the Arabic Language Education program where Sudanese international students study alongside local students. Data were obtained from classroom observations, documentation, and interviews with 15 participants, consisting of 14 Indonesian students and 1 native Arabic-speaking student at the Department of Arabic Language Education. This combination of data sources and participant characteristics provided a comprehensive understanding of the interaction patterns in the classroom setting. Using a qualitative descriptive approach with a sociolinguistic perspective, this study reveals that code-switching and code-mixing are not merely indicators of linguistic deficiency but are deliberate strategies to achieve pedagogical clarity, socio-cultural solidarity, and pragmatic efficiency. The findings show that switching between Arabic, Indonesian, English, and local languages helps students grasp complex concepts, supports collaborative learning, and fosters inclusivity in a multilingual classroom. Code-mixing also emerges as a natural tool for negotiating meaning in spontaneous academic exchanges, reflecting the dynamic adaptation of students to diverse linguistic repertoires. This study concludes that practices play an essential role in bridging linguistic and cultural differences between native and non-native speakers, thus contributing to a more inclusive and effective learning environment in higher education.