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.
Published Version
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