Analysis of Language Dilemmas in English Language Teaching: Teacher Use of Local Context
Keywords:
Code Mixing, Code Switching, Language Dilemmas, Use of Local Context, ELTAbstract
This study explores the phenomenon of language dilemmas in English Language Teaching (ELT), focusing on Indonesian teachers’ use of local context, code-switching, and code-mixing as pedagogical strategies. Language dilemmas refer to the conflicts teachers experience when deciding between maintaining English-only instruction and utilizing local languages to enhance student comprehension. Using a qualitative descriptive design, data were collected through semi-structured interviews and classroom observations in several Indonesian schools. This study aims to explores the language dilemmas in English language teaching, especially teacher use of local context. The findings reveal that teachers frequently face institutional and pedagogical dilemmas: they are encouraged to use English consistently but find that switching to Indonesian or local dialects facilitates better understanding and engagement. Integrating local culture and context in English lessons helps bridge cultural gaps and increases student motivation. Code-switching and code-mixing emerged as natural and effective strategies for clarifying concepts, maintaining classroom interaction, and supporting low-proficiency learners.
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