Abstract

This study investigated an English teacher’s pedagogical strategies for increasing students’ English use in her bilingual class framed by a linguistic ethnographic design. It observed the teacher's classroom with field notes, using the framework developed by Schwartz and Asli (2014). A semi-structured interview was also conducted to learn about the teacher's perspective and challenges while teaching her bilingual class. It was found that translanguaging (intra sentence) was the most often employed approach by the teacher, followed by gesture. A translation approach was seldom adopted. Despite the use of pedagogical strategies, the teacher also encountered the following obstacles: (1) students who spoke the local language rather than English, and (2) time management issues.