Language policy and education quality: Making the connections

Language of instruction lies at the heart of education equity and quality. Where marginalized language communities and individuals are shut out of the education system because they do not speak the language of the classroom,... [ view full abstract ]

Language of instruction lies at the heart of education equity and quality. Where marginalized language communities and individuals are shut out of the education system because they do not speak the language of the classroom, or where student learning in the classroom is minimal for the same reason, the educational experience is not inclusive, equitable or effective.

In Eastern and Southern Africa, the links between language policy and student learning outcomes are recognized, but they are not always straightforward. The implications of language of instruction choices are pedagogically complex, as well as being politically and socially loaded. The adoption of English as medium of instruction at some level of formal education has become nearly universal in the region, a curriculum decision that has wide-ranging implications. In addition, in nearly every one of the 21 nations, national language policy has allocated some kind of role to indigenous African languages in primary school.

This paper, drawn from a 2015 UNICEF review of the impact of language policy and practice on children’s learning in 21 nations of Eastern and Southern Africa, will assess evidence of the links between language policy and education quality in this region. Specific areas of examination will include a comparison of language policy and student learning outcomes in the region, an analysis of the evidence being provided by early-grade reading assessment, and an examination of the financial aspects of language-appropriate education. Recommendations will focus on best practices for facilitating children’s learning in both indigenous and international languages.