y in English without the use of learners’ main language instruction was pessimistically
related to achievement in mathematics.For example, in my experience in teaching mathematics in English in Aceh, there are manystudents who have difficulties understanding my mathematics English and English dailyconversation during the explanation of the context. In addition, they are likely easier tounderstand the lesson when the explanation of the context is expressed in mix, English-Indonesian than in only English. As Mercer (1995 cited in Setati & Adler, 2000: 246) expressedtalking as a part of social thinking tools, there is no surprise if several problems arise whensome part of learning is not drawn with
learners’ main language.
Therefore, in language practices of bi/multilingual classroom, we, as the teachers need toswitch the languages frequently, to shift emphases and develop an understanding of thecomplexity of the practices. This reinforced by statement from Setati & Adler (2000: 246), animportant aspect of bi-/multilingualism is code switching.Secondly, code-switching has attracted a considerable amount of attention for quite a longtime. The issue of linguistic switch in foreign language as a second language (in this term isEnglish) has been a main subject of scientific study. Burenhutt & Mattsson (1999: 59) said thatcode-switching in general has been a significant attention of great scholarly in the recentdecade.Particularly, in the mathematics subject, code-switching has been a focus for learning andteaching resources of a range studies in the recent past, for example, Adler, 1996, 1998; Arthur,1994; Khisty, 1995; Moschovich, 1996, 1999; Setati, 1996, 1998 (Setati & Adler, 2000: 246).Moreover, the use of code-switching expected to occur in bi/multilingual setting of learningmathematics in English, because the mathematics learning is more complex than learning other
subjects. In other words, learners’, on the other hand, have to cope with
the language of mathematics and new language, in this case is English, where mathematics taught by theteacher.