Effect of Code Switching on Bilingual Students' Success in Mathematics and Language Education

Abstract

The present research investigates the effects of code-switching techniques on the academic achievement of bilingual pupils in the fields of mathematics and language education. The study centres on the integration of English and Mathematics instruction. This research aims to determine effective methods for teaching bilingual students and identify the benefits and challenges of incorporating code-switching in mathematics and language education. A mixed-methods approach was employed, combining quantitative data from standardized tests and qualitative data from interviews and classroom observations. The results revealed a positive correlation between code-switching and bilingual students' mathematics and language performance, suggesting that integrated English and Mathematics instruction can enhance learning outcomes. Moreover, the study identified specific code-switching techniques that effectively support bilingual students in the mathematics classroom. These findings have crucial implications for educators working with bilingual students, highlighting the importance of tailoring teaching strategies to address the unique needs of this population while fostering their linguistic and mathematical abilities.

Emi or Bilingual Instruction? An Experimental Study in the Teaching of Oral Communication Among Philippine Senior High School Students

“…The overall findings of this study confirm that there was a statistical mean difference between the pretest and post-test scores of the experimental group (Bilingual Instruction) and the control group (EMI) signifying that both medium of instruction are effective tools in improving language proficiency of the teacher and understanding of the subject Oral communication that significantly affects their academic performance as reflected in Lin and Lei's (2021); Ali et al, (2023) and Launio's (2015) who also found that both English and local language used in instruction can significantly improve students performance. It is recommended that school administrators should recommend to their teachers the use of the learner's first language as a supplement medium of instruction for teaching an English since there are students that are still left behind when it comes to communicative competence and have lower cognitive skills when English is used as medium of instruction.…”

“…The government of Namibian education ought to create rules for using the Code (Simasiku et al, 2015). The findings of Ali et al, (2023) in their study titled: "Effect of Code Switching on Bilingual Students' Success in Mathematics and Language Education") showed that code-switching and bilingual students' performance in mathematics and language were positively correlated, indicating that integrating English and mathematics instruction can improve learning outcomes. Indeed, bilingual instruction is an effective tool in increasing the scores of the students.…”