There are two different contexts that become the focus in this study which are EFL and ESL contexts. These two contexts have different meanings, characteristics and teaching strategies. Therefore, the researcher was also interested in exploring the occurrence of code-switchings in both contexts. The objective of this study was to investigate the teachers’ use of code-switching in EFL and ESL contexts. The participants of this study were an English teacher from a national school and a science teacher from a national plus school who taught fifth-grade students. Data was collected by observations in the classroom and video recording. The video recordings were transcribed, analysed, and categorized into types of code-switching proposed by Poplack (1980) and types of teacher talk proposed by Bentley (2007). The findings indicated that both teachers in EFL and ESL contexts produced similar amounts of code-switching during the lesson. The occurrences of code-switching in each type of teacher talk in the two different contexts were diverse. Some types of teacher talk appeared in the EFL context but did not appear in the ESL context, and vice versa. In addition, inter-sentential code-switching was the dominant type of code-switching which occurred during the lesson in the two different contexts. This study revealed that teachers in EFL and ESL contexts used code-switching in different types of teacher talk. This is because the teachers in these two contexts used different teaching strategies. |