Multilingual Instructional Strategies for Energy Education: A Study on Code-Switching and Code-Mixing

Department of Information and Culture, Applied Foreign Language, Universitas Diponegoro, Indonesia

^* Corresponding author: alfinrosyidha@live.undip.ac.id

Abstract

This study investigates the role of code-switching and code-mixing as creative instructional strategies in teaching environmental and energy-related content within the Applied Foreign Language program at Universitas Diponegoro. Addressing the pedagogical challenge of conveying complex sustainability concepts to multilingual learners, the research employs qualitative methods—including classroom observations, semi-structured interviews, and document analysis—to explore how these linguistic practices can bridge the cognitive and linguistic gap. Four key themes emerged: (1) Code-switching as a pedagogical scaffold to clarify technical terminology, (2) Code-mixing as a linguistic bridge to articulate abstract ideas, (3) Digital platforms as multilingual spaces that extend language use beyond the classroom, and (4) Perceived effectiveness of multilingual strategies in enhancing student engagement. The study’s contribution lies in its integrative approach—leveraging multilingualism not merely as a communicative tool, but as a pedagogical asset that supports both environmental literacy and language proficiency. While the strategic use of L1 fosters inclusivity and deeper comprehension, findings also caution against overuse, which may hinder immersion in academic English. The study proposes a balanced model of multilingual instruction, particularly through digital platforms, as a forward-thinking strategy for sustainability education. Future research should explore the measurable impact of such approaches on academic outcomes and extend this inquiry to other disciplines and educational contexts.