Addressing tensions between pedagogy and language policy for basic education in Rwanda and Pakistan

Empirical studies of the relationship between medium of instruction (MoI) and learning outcomes in basic education in low income countries typically conclude with recommendations of extended mother tongue teaching (MTT) as... [ view full abstract ]

Empirical studies of the relationship between medium of instruction (MoI) and learning outcomes in basic education in low income countries typically conclude with recommendations of extended mother tongue teaching (MTT) as means to strengthen student engagement with the curriculum and academic achievement. Notwithstanding the weight of evidence in favour of this pedagogic approach, and despite sustained advocacy of mother tongue-based multilingual education (MTB-MLE) by language researchers, various governments in sub Saharan Africa and South Asia remain resistant to changing longstanding policy favouring early introduction of English as medium of instruction (EMI). In seeking explanations of this conundrum – a continuing disconnect between education policy and the evidence base on choice of MoI and learning outcomes - the paper outlines the policy environment in two low income countries that practise early EMI, Rwanda and Pakistan, and explores the challenges faced by government partners and project implementers to gaining acceptance of an evidence-led approach to policy formation.

In seeking ways of closing the policy – pedagogy gap arising from a disconnect between policy and ‘classroom realities’, the paper posits a pedagogic framework for learning and teaching in low income countries with bilingual education systems, i.e. where two languages of teaching and learning are used sequentially in basic education - an indigenous language followed by a European. The framework foregrounds practices for strengthening the process of transitioning learning across the curriculum from an African or Asian language to English, for retention of early gains in the MT and assisting a gradual move to learning in English.

The pedagogic framework is presented within a systems-wide approach to promoting quality bilingual education in low income countries, where support to learning and teaching is reinforced by related measures to make the curriculum, textbooks and assessment more accessible, equitable and sustainable for learners having English as an additional language.