سلوك "التبديل اللغوي" Code-Switching في تعليم الرياضيات : دراسة تحليلية لأداءات تعليم الرياضيات و تعلمها باللغة الثانية في المدارس التجريبية

الملخص EN

This study aims to identify the degree to which mathematics teachers in experimental schools use "code-switching" behavior in the performance of mathematics education.

It also identifies the reasons that compel those teachers to switch between the formal and natural languages during the mathematical classroom discourse.

Both quantitative and qualitative tools were used to answer the study questions.

The two basic research tools were applied, represented in observation, and the individual interview forms for each of the mathematics teacher and his students during the first semester of the academic year 2020/2021, and the research sample included (45) mathematics teachers in experimental schools, and (75) students from mathematics teacher classes.

The outcomes of the research indicate the low level of the math teachers' use of the formal language (English) in the mathematical classroom discourse, while the percentages that express the use of “language switching” behavior was relatively high (43.66% ).

The qualitative analysis of the responses in the research samples resulted in identifying the main reasons that lead to the increase in using natural language in addition to the formal language which is known as the linguistic switching into eight main reasons.

The outcomes also show the low level of English among the students themselves, as well as the presence of convictions among the members of the research sample of the futility of using the formal language in the mathematical class discourse.

In the end, the study provides a number of recommendations and proposals related to the results of the research itself, and related to previous studies.

This study emphasizes the need to raise awareness that the mathematical class discourse is an essential part in mathematics.