Re-examining language of instruction for peace, equity, and foundational learning in Senegal

Group Submission Type: Formal Panel Session

Proposal

Foundational skills cannot be strengthened without appropriately addressing the political economy and implementation of language of instruction (LoI) policies in education. Policies which inadequately address these factors, undermine access, cost-effectiveness, equity, learning and inclusion. As stated across multiple studies, most learners in Sub-Saharan Africa (SSA) are taught in a second language (L2) that they are unfamiliar with, which inhibits their ability to meaningfully access the curriculum, learn and contributes to increased rates of early school drop-outs. Nonetheless, it is important to examine country experiences that are charting new approaches to language policy in education.

Senegal has emerged as a key site for reimagining the role of language in education and peacebuilding. The government’s harmonized bilingual model (MOHEBS) introduces six national languages into early-grade instruction before transitioning to French, reflecting a growing recognition that language choice is not only a pedagogical decision but also a foundation for equity and peace in an increasingly divided world. Yet, implementing such reforms is complex, requiring systemic support, community engagement, and attention to the lived realities of teachers, students and the communities in which they reside.

This panel will examine the promises and challenges of Senegal’s bilingual reforms through four interrelated studies. Presenters will highlight the role of regional and district inspectorates in connecting national policy to classroom practice, the impact of targeted remedial programming in national languages, the development of evidence-based frameworks to guide LoI decision-making, and the ways teachers mediate language mismatches to foster inclusion in their classrooms. Collectively, the panel situates Senegal’s experience within the CIES 2026 theme, “Re-examining Education and Peace in a Divided World,” by showing how education systems can reduce division and foster cohesion through thoughtfully designed and implemented language policies.

Key Themes
Collectively, the panel will address the following key themes:

• Language, learning, and equity: The panel will examine how Senegal’s bilingual education reforms affect children’s ability to acquire foundational literacy and numeracy, particularly those who are most marginalized. Evidence from remedial programs show that instruction in national languages significantly improves early reading outcomes, offering a pathway to address entrenched inequities. By comparing gains in literacy and numeracy, presenters will explore how language inclusion can reduce barriers to learning and create a more level playing field for students.

• Systemic and institutional support: A central theme across the papers is the role of institutional actors at the “middle tier”- regional and district inspectorates - as bridges between national policy and school-level practice. Presenters will discuss how these structures, though often under-resourced, are pivotal in providing pedagogical guidance, coordinating data collection and use, and supporting policy implementation. The discussion will also highlight how alignment between school directors, local governments, and inspectorates could ensure more sustainable and equitable implementation of bilingual reforms.

• The role of teachers: The panel will highlight teachers’ role as mediators of linguistic diversity in the classroom. In contexts where the official LoI does not always match the students’ home language or the teacher’s strongest language, teachers draw on adaptive strategies such as code-switching, peer translation, and culturally responsive pedagogy. These everyday practices, while compensating for systemic gaps, also demonstrate how teachers foster belonging and support inclusion and social cohesion.

• Evidence and decision-making: The panel will present a framework designed to guide governments in making informed, politically feasible choices about LoI policy. Presenters will show how the framework combines empirical research with stakeholder perspectives to reconcile the tension between promoting national languages for equity and ensuring access to French for socioeconomic mobility. In doing so, it offers a roadmap for embedding peacebuilding and inclusion into education systems through evidence-informed policy.

The panel contributes to the broader dialogue on how education systems, particularly in multilingual contexts, can be structured to foster unity. Spanning multiple levels of the education system - policy frameworks, governance structures, targeted interventions, and classroom realities - the panel provides a holistic view of how language of instruction policies can lead to improved learning outcomes, greater social cohesion, and more equitable societies.

Sub Unit

• Language Issues SIG

Organizer

• Pearl Boateng, Better Purpose

Chair

• Clio Dintilhac, BMGF

Individual Presentations

• Strengthening the middle tier for foundational learning: school support, data use, and policy implementation in Senegal - Joseph DeStefano, Independent Consultant; Sheena Bell, O.I.S.E. University of Toronto

• Teachers as Agents of Equity and Social Cohesion: Addressing Language-of-Instruction Mismatch in Senegal - Margaret Peggy Dubeck, independent; Christopher P Cummiskey; Karon Harden; Sarah Pouezevara

• The impact of an after-school remedial education program using national Senegalese languages - Uttara Balakrishnan, American Institutes for Research; Daniel Zaas; Pooja Nakamura, American Institutes for Research; Anna McKenzie Warren; Chinmaya Holla, American Institutes for Research (AIR)

Discussant

• Mamadou Ly, ARED