Tag: language of instruction

The impact of the language of instruction on foundational literacy and transitions

by Pui Ki Patricia Kwok, Nisha Thomas, Catherine Young and Ann Veitch | Jul 1, 2024 | Learning, Literacy and Numeracy

The role foundational literacy plays in successful learning outcomes of children and young people is widely recognised. Without a solid development of foundational literacy, children will encounter a wide range of challenges throughout their schooling and potentially in their life outcomes. Read More

Transitioning to an unfamiliar medium of instruction: pedagogical strategies used by Rwandan primary school teachers to enable learning

by Eugene Ndabaga | Aug 1, 2022 | Learning

The project started in November 2019 and our aim was to investigate the classroom pedagogical strategies used by primary school teachers to support the transition from Kinyarwanda to English as language of instruction, which used to take place at the end of primary 3. Read More

Why language of instruction is a policy priority for girls’ education in sub-Saharan Africa

by Lizzi O. Milligan and Laela Adamson | Jun 20, 2022 | Girls' Education, Learning

Globally, millions of primary and secondary school children learn all subjects in a language that they do not fully understand. In Sub-Saharan Africa, the World Bank have estimated that as many as 80% of learners do not have access to learning in languages they know best. Decades of evidence, mainly… Read More

Additive not subtractive transitions: perspectives, policies and practices for multilingual education

by Rachel Bowden and Angeline Barrett | Mar 17, 2022 | Learning

A recent World Bank report estimates that 370 million learners in low- and middle-income countries complete all or part of their basic education using an international/European/former colonial language as the official language of learning and teaching. Read More

The Centrality of Language for Learning

by Ricardo Sabates | Sep 28, 2020 | COVID-19, Learning

This blog was written by Ricardo Sabates Aysa, Professor of Education and International Development in the Faculty of Education at the University of Cambridge and member of the...

How do we stop language screwing up learning?

by Helen Pinnock | May 21, 2013 | Learning

Language of instruction can be frustrating. The evidence says children learn based on what’s familiar to them. This ideally means teaching in children’s mother tongue, and at...