Potential of Utilising Shared Linguistic Repertoire for Facilitating Interactions in EFL Classrooms

Inclusion of linguistic repertoire in the English language classroom has been an issue ongoing debate among ELT scholars. While some believe effectiveness English-only (monolingual) pedagogy, others view as resource that can benefit learning. Following a bi/multilingual approach to ELT, this paper reports findings qualitative study investigating four Indonesian English-as-a-foreign-language (EFL) teachers’ beliefs and practices, focusing on (1) how teachers used shared during instruction (2) their uses facilitated interactions. Data sources included interviews, observations, documents. The demonstrate both teacher-learner learner-learner interactions, serving range pedagogical functions. This concludes by providing implications for teacher education suggesting areas future research.