The use of code-switching in primary Mathematics

Abstract

In Malta, Mathematics, is often taught through code-switching between Maltese and English. The aim of this study is to research the use of Maltese and English in four Primary Mathematics classrooms. The main aim of this study is to explore the pedagogic uses of code-switching during Mathematics lessons. Class observations in two Year 2 classes, one each from a State and Church school and similarly two Year 5 classes, were carried out. Interviews with the class teachers were conducted, wherein teachers were asked about their views with regards to code-switching. Three students from each class were also interviewed about their views and experiences with regard to learning maths through English or Maltese and/or code-switching. Results show that Maltese speaking children prefer to speak in Maltese during lessons and while doing their homework, however, they generally prefer Maths textbooks and assessment to remain in English as this is what they are used to. In addition, while code-switching is perceived as negative practice by teachers, they themselves code-switch during Mathematics lessons for various reasons.