Mixed methods, participatory research to strengthen bilingual and multilingual learning systems in francophone Africa

• In Event: Language(s) of Instruction: A Discussion of the Academic, Social, and Cultural Complexities of a Contentious Issue

Proposal

Questions of how and when to use local and regional languages as mediums of instruction have been part of the education policy debate for decades, and are therefore a subject of needed research, especially considering the complex social, cultural, economic, and political factors that affect language-learning policies. Most critically, questions remain regarding the grade in which transition should occur, the skills that should be taught in each language, and when and how to train teachers to teach for plurilingual outcomes. Accordingly, we are conducting a study across three countries of West and Central francophone Africa—Cote d’Ivoire, the Democratic Republic of Congo (DRC), and Senegal—to examine the cognitive process of multilingual learning, and to link that to macro-sociolinguistic factors and processes that make multilingual education systems successful (or not). Our methodology consists of three components: a) stakeholder mapping and engagement, b) a quantitative assessment of reading outcomes, and c) a qualitative analysis to better understand the individual-, classroom-, and school-level dynamics that influence literacy outcomes. For the stakeholder engagement, we are identifying target knowledge users in Cote d’Ivoire, DRC, and Senegal and interviewing these stakeholders to learn the kinds of information they are interested in learning and how they might use that knowledge. For the quantitative component of the study, we are purposively selecting two regions per country, and sampling 35 schools within each region. We are randomly selecting 12 students per grade level from each school, for a total sample of 1,680 students per country or 5,040 total students. We are assessing each student’s reading outcomes and testing whether there is a nonlinear relationship between reading outcomes in the first language (L1) and the second language (L2) for both the introduction of literacy instruction in L2 and the introduction of L2 as the medium of instruction. We are also administering language assessments to teachers to evaluate their level of skill attainment in L1 and L2, as well as their pedagogical knowledge, enabling us to correlate teachers’ and students’ skills. For the qualitative component, we are purposively selecting six schools from the quantitative sample in each country and interviewing school officials, teachers, students, and parents to explore topics such as parental and student attitudes towards language instruction, and perceived costs, benefits, challenges, and successes of instruction in L1 and/or L2. We are also conducting classroom observations to document current practices and begin to identify characteristics that distinguish schools with successful literacy outcomes. Preliminary findings indicate high levels of interest among stakeholders to promote mother tongue (MT) education across the three countries of study, but several challenges including competing national-level priorities and insufficient teacher capabilities. Further results will be analysed and discussed in terms of optimal timing to transition to French from MT instruction (or add French to MT instruction) to ensure effective learning outcomes in both languages, as well as the language policy implications.

Authors

• Pooja Nakamura, American Institutes for Research

• Adria Molotsky, American Institutes for Research

• Anna McKenzie Warren, American Institutes for Research

• Chinmaya Holla, American Institutes for Research