Language Transition in Instruction: Experiences of Mathematics Teachers

This phenomenological study explored the lived experiences of Mathematics teachers as they navigated the challenges of language transition in instruction. Grounded in Vygotsky’s Zone of Proximal Development (ZPD) and Cognitive Load Theory (CLT), the study aimed to uncover the pedagogical realities that arise when linguistic and conceptual demands intersect in the mathematics classroom. Data were collected through In-Depth Interviews (IDIs) and Focus Group Discussions (FGDs) with ten Mathematics teachers, selected through purposive sampling. Thematic analysis was employed to derive meaningful patterns from the participants’ narratives. Three major themes emerged regarding teachers’ lived experiences: conceptual misunderstandings due to language barriers, increased cognitive load for learners, and lack of training in multilingual pedagogy. In response, teachers adopted coping strategies such as using code-switching. From an educational management perspective, three key insights were identified: the need for proactive professional development, access to multimodal teaching materials, and flexible curriculum frameworks. These findings emphasize the importance of institutional support in equipping teachers with multilingual instructional competencies and adaptable tools. Overall, the study highlighted the critical role of linguistically responsive pedagogy and systemic support in enhancing mathematics instruction.