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In this study, we investigate the impact of language-switching costs (LSC), a well-established phenomenon, on subsequent learning outcomes. Participants will acquire knowledge of mathematical concepts related to statistical analyses across two instructional sessions. During the first session, participants will learn foundational concepts (e.g., variance, hypotheses). In the second session, they will be introduced to more advanced topics (e.g., t-tests, error types) that build directly upon the content covered in the initial session. In a third session, participants will complete a test (=final test) comprising items that assess knowledge from both the first and second sessions. To examine the effects of language-switching costs, we will employ a 2x2 design. Half of the participants will receive instruction in German during the initial session, while the other half will receive instruction in English. In the second session, participants will either continue learning in the same language as the first session or switch to the alternate language. During the final assessment, all participants will encounter test items presented equally in both languages. This design enables us to compute a within-subject switching score for each participant, in addition to evaluating overall performance.