Teacher’s Perspectives On English Use In Multilingual Classroom

This study investigates an English teacher’s perspective on the use of English in a
multilingual classroom at SMA Swasta Panglima Polem Rantauprapat. Using a
qualitative descriptive design with a case study approach, the research explored the
challenges faced by the teacher and how her perspectives influenced her
instructional strategies. Data were collected through semi-structured interviews and
classroom observations. The findings reveal that the teacher faces several
interconnected challenges including varied English proficiency levels among
students, students’ habit of code-switching, fear of judgement, and institutional
expectations. The study also finds that the teacher’s perspectives play a significant
role in shaping her instructional strategies. The teacher demonstrates nurturing,
developmental, and apprenticeship perspectives, which guide her to apply flexible
and supportive approaches. It recommends professional development in
multilingual pedagogy, supportive institutional policies, and further research on
multilingual classroom practices in Indonesia.