SPEECH COMMUNITIES AND LANGUAGE REPERTOIRESAMONG ENGLISH EDUCATION STUDENTS IN CLASSROOM INTERACTION

Abstrak

English Education students in Indonesian universities occupy a distinctive sociolinguistic position: they are simultaneously learners of English, future teachers of English, and active members of multilingual communities in which Indonesian, regional languages, and English coexist. This article examines how concepts of speech community and language repertoire apply to the classroom interactions of these students. Drawing on sociolinguistic frameworks proposed by Hymes (1974), Gumperz (1968), and more recent scholarship on multilingualism and translanguaging, the analysis addresses three interconnected questions: what defines the speech community formed in English Education classrooms, how students deploy their full linguistic repertoires during interaction, and what pedagogical implications follow for English as a Foreign Language (EFL) instruction in Indonesia. The article argues that English Education classrooms are best understood not as monolingual target-language environments, but as dynamic multilingual spaces where code-switching and translanguaging serve legitimate communicative and cognitive functions. Practical implications for classroom language policy and teacher development are discussed.