Teacher Code Switching Consistency and Precision in a Multilingual Mathematics Classroom
by
Clemence Chikiwa & Marc Schäfer
Summary
This paper reports on a study that investigated teacher code-switching (switching between languages)consistency and precision in multilingual secondary school mathematics classrooms in South Africa. They investigated whether teachers use code-switching consistently and precisely to help students understand mathematical concepts. The study focused on three high school math teachers in township schools, all teaching in English but switching to isiXhosa, the student’s home language, when necessary. Their findings reveal an important lesson: not all code-switching helps students learn.
Findings
- Inconsistent code-switching-Teachers switch the languages in an unpredictable and unstructured way where some lessons had frequent code-switching and others had very little. Even the same teacher code-switched in different patterns from lesson to lesson.
- Most code-switching happened during questioning and explanations – Teachers often switched to isiXhosa language when asking questions or explaining difficult concepts.
- Borrowing and Adding English words Instead of fully translated mathematical terms-Teachers often use isiXhosa prefixes to English words. Eg: "i-kite", "ku-Cosine")
- Lack of mathematical precision: Some word switching could confuse students rather than mathematical understanding. For example, the word Bala was used for calculating, writing, finding and solving, while teaching the same lessons generates confusion among students rather than understanding.
The study concludes that code-switching should be planned and systematic, ensuring consistency and precision so that it helps, rather than hinders, mathematical understanding.
Stop 1
"..participating teachers’ forms of expression and content when code-switching was formulated substantially in everyday terms when code-switching. While we maintain that such a practice is appropriate, particularly for an introductory lesson, it can lead to a situation where learners are not exposed to a cognitively more substantial domain, such as Dowling’s (1998) esoteric domain."(p.248)
This quote talks about a big challenge in multilingual math classrooms. Teachers use simple, everyday language for teaching math for the best understanding of concepts. This is good for starting a lesson, but if students do not learn formal math terms later, they might only understand the basics and struggle with deeper concepts. However, switching languages in primary-level math is essential as they are just introduced to math concepts and we have to connect math to their daily life.
For example, the teacher can introduce division by the concept of sharing questions/situations related to their daily life by using a common language." If you have 12 mangoes and need to share them equally among four friends, how many will each get?" This gives a strong foundation, but at the same time staying at this level for too long is limiting. If students only associate division with sharing objects, they might struggle when encountering formal word problems or algebraic expressions involving division. That’s why transitioning to precise mathematical language is important.
Stop 2
"There is an obvious gap between school mathematics texts written in formal language and code-switching practices that are mainly conducted in informal and imprecise language. Best practices would be those that aimed to reduce this gap."(p.254)
This statement stood out to me because it connects with my experiences as both an international student and a math teacher from India. Growing up, I had to switch between Malayalam and English while learning math, and sometimes, concepts did not translate easily between the two languages. As a teacher, I saw how students who spoke different languages at home struggled with the formal math language used in textbooks, even though they understood the ideas when explained in their everyday language. When I moved to Canada for my studies, I faced a similar challenge—formal math discussions sometimes felt unfamiliar because they followed a different way of thinking and speaking.
In India, we say 1 by 2 for 1/2 but here it is 1 over 2 then I need one more second to process the idea because I am used to the first usage. These small shifts in terminology happen all the time when moving between different educational systems, and they can subtly slow down the understanding of concepts.
During my school years, Malayalam was the medium of instruction until grade 10. Then, in grade 11, everything was suddenly taught in English. This shift was challenging, especially with the pressure of the grade 12 public exams. I had to adjust not only to new subjects but also to a new language of learning. Concepts I had understood well in Malayalam felt unfamiliar in English, and it took extra effort to bridge the gap. This made me realize how language can be a barrier to learning math and other subjects, especially for Indigenous students whose languages may not have formal math terms.
Question
How can we help students use their home language in math while also learning formal math terms without feeling confused or left out?
Chikiwa, C., & Schäfer, M. (2016). Teacher Code Switching Consistency and Precision in Multilingual Mathematics Classroom. African Journal of Research in Mathematics, Science and Technology Education, 20(3), 244–255. https://doi.org/10.1080/18117295.2016.1228823
I really resonate with your experience, Renu! I went through something similar when I moved to New Zealand in Grade 11 and had to switch from learning in Korean to learning entirely in English. I completely understand the struggle you faced. In Korea, we also read fractions differently. In English, we say "one over two" or "one third," but in Korean, we always say the denominator first and then the numerator. I remember having to consciously think about the order whenever I said these terms in English. It wasn’t just about translation but about adjusting to an entirely different way of structuring mathematical expressions.
ReplyDeleteI also really liked how you reflected not just on your own challenges with language barriers in math but also extended that thinking to Indigenous students who may face similar struggles. To answer your question, I think it’s difficult because different languages encode mathematical thinking differently. Students can absolutely use their home language to understand concepts more intuitively, but if they eventually need to work with formal English math terms, they’ll have to put in extra effort to familiarize themselves with the terminology.
That said, I don’t think there’s a simple solution. Since it’s impossible for us as teachers to know all the languages and the different ways our students think about math, I believe the most important thing is to recognize the extra challenges non-native English speakers face and remain open to providing additional support when needed. Creating an environment where students feel comfortable asking for clarification and making space for their diverse ways of thinking would make a big difference!
Hello Renu,
ReplyDeleteThank you for the summary of your reading. It was interesting to read, and I could relate to both of your stops.
In your first stop, where you mentioned code-switching, it reminded me of your Week 1 blog, where you discussed the challenges of understanding mathematical language due to a "switch of tenses." Regarding code-switching, I believe that inconsistent patterns—especially when the same teacher switches unpredictably across different lessons—highlight the need for intentional planning. When used arbitrarily, code-switching can sometimes create more confusion than clarity for students.
In your second stop, the example you shared about "1 by 2" vs. "1 over 2" resonated with me. I had a similar experience last week during the class activity when I said "x by 2," but it was misheard as "x y 2." You then pointed out the difference in terminology between what we commonly use in India and what is standard in Canada. This made me realize that even within the English language, fundamental terminologies can vary based on place and culture, even in formal settings.