Analysing the Role of Language in Mathematics Instruction: Challenges of Teaching Mathematics in a Multilingual Context in Kalomo District

This study explores how language shapes the teaching and learning of mathematics in Kalomo District, Zambia—a region where students grow up speaking local languages but are expected to switch to English as the language of instruction by Grade 5. Using a sequential mixed-methods approach, the research investigates how this linguistic shift impacts student performance, how teachers cope with language-related challenges, and what Zambia’s language-in-education policy means for everyday classroom practice. Data from mathematics tests and surveys involving 200 students and 30 teachers show a strong link between English proficiency and math achievement (r = 0.65, p < 0.05), with language ability explaining 34% of the differences in student performance. Interviews and classroom observations further reveal the difficulties students face in grasping abstract math concepts when taught in a language they are still learning. Teachers try to bridge the gap by code-switching, using visual aids, and incorporating culturally familiar examples. Despite their efforts, they continue to face challenges like limited bilingual resources and insufficient training. The study calls for a more gradual transition to English, backed by bilingual teaching materials and targeted teacher support. These findings highlight the importance of context-sensitive strategies in multilingual classrooms and offer practical recommendations for improving math education in linguistically diverse settings.