Teachers as Agents of Equity and Social Cohesion: Addressing Language-of-Instruction Mismatch in Senegal

• In Event: Re-examining language of instruction for peace, equity, and foundational learning in Senegal

Proposal

The 2026 Comparative and International Education Society (CIES) conference theme, “Re-examining Education and Peace in a Divided World,” calls for rethinking how education fosters justice and social cohesion in diverse contexts. This paper draws on empirical research in Senegal to examine how teachers navigate the challenges of language-of-instruction (LOI) mismatch and, in doing so, become key agents of inclusion and equity.

Senegal’s recent policy, the Modèle Harmonisé de l’Enseignement Bilingue du Sénégal (MOHEBS), introduced six national languages as the medium of instruction in early grades, aiming to expand linguistic inclusion and strengthen learning foundations before transitioning to French. Yet classrooms continue to face significant LOI mismatches, where students, teachers, and materials do not share the same language or dialect. These mismatches pose barriers to comprehension, risk marginalizing learners, and place teachers in difficult professional positions. At the same time, teachers’ adaptive responses illuminate their vital role in fostering justice, dignity, and social cohesion in linguistically diverse classrooms.

The study employed a mixed-methods design, combining quantitative and qualitative approaches. Purposeful sampling identified 100 grade 1 classrooms in schools using two local LOIs. Data sources included: (1) student oral language assessments, self-reports, and language comprehension measures; (2) teacher and head teacher questionnaires on LOI practices and beliefs; (3) structured classroom observations; and (4) focus groups exploring teachers’ strategies and challenges. Quantitative data were analyzed using descriptive statistics and subgroup comparisons, while qualitative transcripts underwent inductive thematic analysis. Triangulation across these sources ensured validity and nuanced interpretation.

Findings reveal that full alignment between the designated LOI, student language, and teacher proficiency is rare. Roughly half of students reported sometimes struggling to understand the classroom language, and many teachers lacked confidence in reading and writing the LOI. Teachers responded through frequent code-switching between national languages, local languages, and French – alongside peer translation, gestures, and community engagement. While these strategies sometimes underscored the difficulties of mismatch, they also highlight teachers’ agency as mediators who bridge divides, build inclusion, and safeguard students’ sense of dignity. Both teachers and head teachers expressed strong support for the use of national languages as a path to equity, though they also called for training and systemic support to make the policy more effective.

This paper situates LOI mismatch within the themes of equity, justice, and social cohesion, showing how teachers act as everyday agents of inclusion. The Senegalese case highlights that addressing multilingual education is both an instructional and a social challenge with direct implications for Comparative and International Education.

Authors

• Margaret Peggy Dubeck, independent

• Christopher P Cummiskey

• Karon Harden

• Sarah Pouezevara