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

Thu, March 14, 9:30 to 11:00am, Hyatt Regency Miami, Floor: Third Level, Pearson 2

Group Submission Type: Formal Panel Session

Proposal

In many low and middle-income countries (LMICs), language politics are fraught with complexity. In these settings, stakeholders tend to view colonial languages such as English and French as the languages of “success,” given the proven link between socioeconomic mobility and proficiency in postcolonial languages across LMICs. As a result, many education systems use English or French as the primary language of instruction (LOI) in schools. Children must often begin school and literacy instruction in a language they may not use or understand with sufficient proficiency and, even if they do, must transition out of their own familiar language after only brief periods of time.

Yet, a significant body of research shows that instruction in a child’s mother tongue or familiar language is one of the most significant factors for consistent learning gains across a variety of programs and contexts. The advantages include increased attendance in school, higher likelihood of girls and minorities staying in school, and better learning achievement outcomes through junior secondary school. Studies additionally show that linguistically and culturally sensitive curricula lead to socio-cultural and economic development; increased student self-confidence, motivation, and class participation; greater parental involvement; and improved critical thinking for long-term growth.
Furthermore, the development of cognitive, linguistic, and metalinguistic skills in one language serve as a foundation for the development of language and reading skills in additional languages.

Considering the benefits of instruction in languages children speak and understand, some multi-lingual countries have pursued or considered education policies for teaching in local or regional languages. However, push-back from parents and community members who want their children to focus solely on mastering English or French is one of several significant obstacles to implementing such policies. For instance, Guinea famously established a mother-tongue education system for its six national languages, which failed due to a lack of sufficient consultation with parents and communities.

In this panel, we will present findings from three projects that explore the critical role of LOI policies and practices in LMICs across Africa and South Asia. In keeping with the CIES 2024 Conference Theme, The Power of Protest, we will focus on the role of community members in shaping LOI decisions and outcomes and how LOI decisions may help to meet the needs of all students, regardless of their linguistic background.

In one presentation, we will discuss a systematic review and meta-analysis on the role of LOI choices in education programs and policies on literacy outcomes in multilingual educational contexts in LMICs. In this study, we gathered, organized, and synthesized the evidence from 45 high-quality studies, including 11 randomized controlled trials, 11 quasi-experimental studies, seven cross-sectional studies, and 16 qualitative studies on the specific role of different LOI choices. We will discuss our findings in terms of the impact of different LOI models on various literacy and biliteracy outcomes for all students.
In another presentation, we will present results from a mixed-method study to strengthen bilingual and multilingual learning systems in three countries in Francophone Africa – Cote d’Ivoire, DRC, and Senegal. Our research builds on a stakeholder engagement process, and interviews with teachers, students, parents, and school administrators to explore the social and political context and varying perspectives related to LOI. Specifically tailored language and literacy assessments reveal empirical readiness for learning to read in multilingual education settings, with implications for effective curriculum and teacher training design. We will compare the quantitative findings from students and teacher assessments with the qualitative data to explore how and when education systems can negotiate LOI decisions.
In a third presentation, we will present results from a mixed-methods study conducted in India including a secondary quantitative analysis of the National Achievement Survey (NAS) 2017 and 2021 and qualitative data collection collected from four states in India representing the north and south. The presentation will aim to (a) generate evidence on the extent to which structural inequities in language access influences educational outcomes in India; (b) strengthen key stakeholders’ capacity to apply evidence to intentionally plan how to overcome language-driven inequities in education; and (c) connect the findings (and their implications) to other similar bilingual and multilingual education contexts.

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