To improve learning, teach in the language that students use and understand best

Teach students in the language they understand: this seems to be self-evident. But for many, it is not. Over the past decades, we have seen tremendous progress in improving access to schooling, but the world still faces a global learning crisis. Although most countries have universal or near-universal enrollment in primary education, learning is too low. More than half of primary school students worldwide face learning poverty because they are unable to read and understand simple text by the age of 10. Their ability to succeed in school and to invest in themselves and their future as adults is compromised.

One of the reasons for this situation is very visible: up to 37% of school children in the world are taught in a language that they do not speak at home and do not use or understand well.

The science of learning

The research is clear: students learn to read and write by matching the sounds and symbols of a writing system to the words they learned in their parents’ language. The better their oral language skills, the faster and easier they learn to read. This is partly the reason why, in some countries, many students cannot read any words and only know a few letter names in the language they are to learn. They’re in school, their parents assume they’re learning, but they’re not. This is happening to Nigerian children who should be educated in Hausa,

A new World Bank report highlights the many ways the situation can and should be improved.. They are also better placed to learn a second language, to master other school content such as math, science and history, and to fully develop their cognitive abilities.. Effective language of instruction policies improve learning and educational progression and also reduce national costs per student, allowing more effective use of public funds to improve access and quality of education for all the children.

Successful approaches to language of instruction

Countries face very different challenges. In a country, dozens of different languages ​​can be spoken. In another, students may speak one language at home, another in the playground, and also be expected to learn in a third language, the national language. From these varied experiences, the report presents successful approaches:

(i) teach children in their mother tongue from early childhood education until at least the end of primary school;

(ii) use the mother tongue for the teaching of school subjects other than reading and writing;

(iii) introduce any additional language as a subject with emphasis on oral language skills;

(iv) continue to use the mother tongue for instruction in one form or another, even when another language becomes the official language of instruction; and

(v) plan, develop, adapt and continuously.

By carefully observing students’ school experience, policymakers are guiding their school systems for success as they consider how to build back better after the COVID-19 pandemic. Systems should focus on essential learning and improve the efficiency of the teaching and learning process. Teaching in the appropriate languages ​​and implementing effective language of instruction measures will help achieve these goals.

Policy measures are necessary, but not sufficient

Although they represent an important factor in the promotion of literacy, these measures regarding the language of instruction must be well integrated into a broader set of literacy policies . Isolated initiatives are ineffective. It requires: i) political and technical commitment to literacy, which translates in part into a commitment to measuring and monitoring learning outcomes, ii) teacher support in the form of lesson plans, iii ) support for teachers, iv) the provision of quality books and texts, and v) the commitment of parents and communities to encourage a love of books and reading at home.

At the same time, judicious use of technology can facilitate the implementation of the whole system and, in general, the design and implementation of good language policies and practices. and supplementing teaching strictly speaking, technology produces better and more reliable tools. Many of them, like cellphone-based technologies, have become commonplace even in the poorest parts of the world.

Ultimately, tackling learning poverty requires a pedagogically coherent approach. An approach that focuses on what needs to be done to improve the teaching and learning process between student and teacher, and then looking for  aligned and coordinated ways to support this at scale. A set of literacy policies in the right language can ensure basic literacy and allow for a better school experience and easier introduction of a second language.