Observing the Teacher’s Use of English and Other Languages in An Indonesian EMI Classroom Context

Abstract

This study investigates the language use of an English Medium Instruction (EMI) teacher in an Indonesian university classroom, with a particular emphasis on the interaction of English, Indonesian, and Arabic during teaching activities. Using a qualitative research methodology and cross-sectional observation, the researcher modified Polio and Duff's (1990) quantification technique to examine the percentage and context of language use in a single teacher's classroom during two 90-minute sessions. According to the findings, English was the most often used language, followed by English-Indonesian mixes, with Arabic showing infrequently and only during culturally significant events. A qualitative study identified three major instructional situations where language mixing occurred—opening and closing, assigning and delivering feedback—which were frequently influenced by pedagogical demands, student comprehension levels, and cultural influences. The study emphasizes the functional and affective importance of the first language in EMI settings, arguing that deliberate L1 use can improve clarity, engagement, and inclusion in multilingual classrooms. These findings add to the current discussion regarding monolingual policies in EMI and advocate for more flexible, context- sensitive approaches to language use in higher education.