A new World Bank report titled Loud and Clear: Effective Language of Instruction Policies for Learning, says children learn more and are more likely to stay in school if they are first taught in a language that they speak and understand.
According to the World Bank, an estimated 37 percent of students in low- and middle-income countries are required to learn in a different language, putting them at a significant disadvantage throughout their school life and limiting their learning potential.
Adding that effective language of instruction (LoI) policies are central to reducing Learning Poverty and improving other learning outcomes, equity, and inclusion.
The report asserts that instruction unfolds through language – written and spoken – and children learning to read and write is foundational to learning all other academic subjects.
“Too many children are taught in a language they don’t understand, which is one of the most important reasons why many countries have very low learning levels,” adds the reort.
The LoI report notes that when children are first taught in a language that they speak and understand, they learn more, are better placed to learn other languages, are able to learn other subjects such as math and science, are more likely to stay in school, and enjoy a school experience appropriate to their culture and local circumstances.
Moreover, this lays the strongest foundation for learning in a second language later on in school. As effective LoI policies improve learning and school progression, they reduce country costs per student and, thus, enables more efficient use of public funds to enhance more access and quality of education for all children.
“The language diversity in Sub-Saharan Africa is one of its main features – while the region has 5 official languages, there are 940 minority languages spoken in Western and Central Africa and more than 1,500 in Sub-Saharan Africa, which makes education challenges even more pronounced,” says Ousmane Diagana, World Bank Regional Vice President for Western and Central Africa.
“By adopting better language-of-instruction policies, countries will enable children to have a much better start in school and get on the right path to build the human capital they need to sustain long-term productivity and growth of their economies,” he adds.
The report further explains that while pre-COVID-19, the world had made tremendous progress in getting children to school, the near-universal enrollment in primary education did not lead to near-universal learning. In fact, before the outbreak of the pandemic, 53 percent of children in low- and middle-income countries were living in Learning Poverty, that is, were unable to read and understand an age-appropriate text by age 10.
In Sub-Saharan Africa, the figure was closer to 90 percent. Today, the unprecedented twin shocks of extended school closures and deep economic recession associated with the pandemic are threatening to make the crisis even more dire, with early estimates suggesting that Learning Poverty could rise to a record 63 percent. These poor learning outcomes are, in many cases, a reflection of inadequate language of instruction policies.
“The message is loud and clear. Children learn best when taught in a language they understand, and this offers the best foundation for learning in a second language,” stressed Jaime Saavedra, World Bank Global Director for Education.
“This deep and unjust learning crisis requires action. Investments in education systems around the world will not yield significant learning improvements if students do not understand the language in which they are taught. Substantial improvements in Learning Poverty are possible by teaching children in the language they speak at home,” she added.
The new World Bank policy approach to language of instruction is guided by 5 principles:
- Teach children in their first language starting with Early Childhood Education and Care services through at least the first six years of primary schooling.
- Use a student’s first language for instruction in academic subjects beyond reading and writing.
- If students are to learn a second language in primary school, introduce it as a foreign language with an initial focus on oral language skills.
- Continue first language instruction even after a second language becomes the principal language of instruction.
- Continuously plan, develop, adapt, and improve the implementation of language of instruction policies, in line with country contexts and educational goals.