BILINGUAL MATHEMATICS LEARNING THROUGH THE LENS OF LANGUAGE INTERACTION: COGNITIVE EFFECTS OF INTEGRATING NATIVE, FOREIGN AND MATHEMATICAL LANGUAGES

Abstract

Summary. Introduction. In recent decades, the integration of bilingual instruction in higher technical education has become increasingly significant, especially in the context of globalization and European integration. Mathematics, as a core discipline in technical universities, presents specific challenges when taught through a foreign language. The study explores how combining the native language (Ukrainian), a foreign language (English), and the language of mathematics influences students' cognitive development and educational outcomes.

Purpose. The aim of this study is to investigate the cognitive and linguistic effects of bilingual mathematics instruction at a technical university. The study focuses on three interrelated questions: what does English as a medium of instruction offer for understanding mathematics, what does mathematics offer for foreign language acquisition, and how does their integration affect students' cognitive skills.

Methods. The study is based on qualitative analysis and reflective generalization of classroom experience accumulated over several years of bilingual mathematics instruction at National University Zaporizhzhia Polytechnic. Empirical examples, observations, and student activities were analyzed through the lens of CLIL (Content and Language Integrated Learning) methodology.

Results. Findings demonstrate that using English to teach mathematics enhances deeper comprehension of mathematical concepts, fosters academic language development, and promotes higher-order thinking. Several teaching strategies were shown to reduce cognitive overload and support both subject learning and language acquisition. Specific examples from bilingual classes highlight how bilingual teaching/learning encourages reflection, focus, and re-conceptualization of mathematical ideas.

Originality. The author's vision of the benefits of bilingual mathematics teaching/learning in the cognitive aspect is proposed. The article provides evidence of mutual reinforcement between the study of mathematics and the study of a foreign language. Conclusion. Bilingual instruction in mathematics provides measurable benefits both in language proficiency and subject understanding. It deepens conceptual learning, increases motivation, supports cognitive flexibility, and can compensate for learning difficulties.