Teachers’ Experiences of Teaching Mathematics Using Mother Language and English Language as Medium of Instruction: A Narrative Inquiry

Abstract

The research study entitled “Teachers’ Experiences of Teaching Mathematics using Mother Language and English Language as Medium of Instruction: A Narrative Inquiry” is qualitative research. This study explored schools’ Mathematics teachers' experiences in teaching Mathematics using the mother language and English as the medium of instruction. The study posed a strong guiding question, i.e., “How do teachers in Nepali community schools narrate their experiences of teaching Mathematics using the mother language and English language as a medium of instruction?” For this, the study adopted narrative inquiry as a methodological stance within the interpretive paradigm. The study area comprised three public secondary schools in Bharatpur Metropolitan City, Chitwan district, Nepal. There were six secondary-level Mathematics teachers in the study. The data were collected using in-depth interview guidelines and semi-structured questions. After data collection, the data were analyzed and presented thematically to meet the objectives of the study. The experiences of the participants were analyzed from the perspective of a communication theoretical orientation. A major finding is that teachers play a crucial role in bridging the gap between abstract Mathematical concepts and students' understanding. Taking reference from the narratives shared by the participants, it can be presented that students learn mathematics content with the help of local languages. This study concluded that, though the English language is used as an official medium of instruction, teachers frequently switch to Nepali or other local languages during their teaching as per the students’ needs. This is not because teachers cannot speak English, but because teachers mainly think about their students' needs and learning levels. Based on the theoretical discussion, this study also shows that the choice of language as a medium of instruction is deeply influenced by social, institutional, and personal factors, especially for teachers teaching the Mathematics subject in Nepal. Teachers stated that they do not care about the school’s language policy regarding instruction; rather, they mainly focus on their students. Based on their students' demands, they sometimes use Nepali, English, and other local languages in teaching Mathematics. Students may learn to repeat formulas, but they often fail to understand the underlying logic. To combat this, teachers use their own judgment. This study also presented that teachers mostly code-switch and mix while teaching because they want to scaffold students' learning. Based on the data shared by participants, this study found that Mathematics is not culturally neutral in the context of Nepal. The study also suggested that the local language is used to teach it, as it carries the power and identity of the community. It means that when teachers use students' local or mother tongue in the classroom, it helps teachers simplify the subjects. Similarly, based on the participants' responses, it creates a supportive environment for asking questions and making mistakes. It means that when we impose classes in a foreign language, students become silent, passive learners. Therefore, it suggests teaching in students' local languages.