Report on Language of Instruction in Senegal

This report summarizes applicable research on education in multilingual contexts and on the use of L1-based, bilingual instruction in particular. It also briefly presents the education and sociolinguistic environment in Senegal, as well as a summary of relevant national language education programs in the country. Lastly, the report makes recommendations aimed at supporting a transition toward the use of national languages for instruction in primary schools.

What We Have Learned in the Past Decade: RTI's Approach to Early Grade Literacy Instruction

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom.

Planning for Language Use in Education: Best Practices and Practical Steps to Improve Learning Outcomes

This document was designed as a practical response to requests from USAID’s Africa Missions, which have increasingly indicated their need for more guidance on the role of language of instruction (LOI) in their efforts to achieve Goal 1 of the 2011 USAID education strategy: Improved reading skills for 100 million children in primary grades (USAID, 2011). This need reflects a call by USAID in the Technical Notes of its 2011 USAID Education Strategy (the Bureau of Economic Growth Agriculture and Trade, Office of Education [EGAT/ED]), which identified LOI among the seven areas in which Missions were likely to need technical assistance or additional resources for designing or implementing early grade reading programs.

Imagining Humanist Language Policy: Best Practices and Practical Steps for Improving Learning

This presentation was presented by Alison Pflepsen and USAID to provide information about a recently developed resource of use to those working to improve reading and learning outcomes. The presentation discusses how to plan for language use in education. It was presented at CIES on March 10, 2015.

Measures of quality through classroom observation for the Sustainable Development Goals: Lessons from low-and-middle-income countries

Background paper prepared for the 2016 Global Education Monitoring Report: Education for people and planet: Creating sustainable futures for all. Observational methods are used extensively in teacher education and professional development to describe and evaluate classrooms. Pianta and Hamre (2009) argue that although observation can be a central feature of accountability frameworks, the most important reason to conduct classroom observation is to inform teacher professional development and, subsequently, to know if it is working. Observational methods can also be inquiry-driven, investigating classroom processes in order to generate hypotheses about their impact on learning (Pianta and Hamre 2009). There are fewer cases where classroom observations are used for system monitoring purposes (i.e. designed to gather information that can inform policy and practice of education systems at scale), particularly in low- and middle-income countries (LMICs). This paper reviews what has been learned from classroom and lesson observation instruments in LMICs and considers what opportunities (i.e., scope) there are to systematize these countries to help them monitor quality at both the school and system levels

MobiLiteracy-Uganda Program: Phase 1: Baseline Report

In 2012, Urban Planet Media and Entertainment Corporation/Urban Planet (UP) was awarded a grant through All Children Reading: A Grand Challenge for Development. The grant awarded to UP was used to develop, pilot test, and evaluate an early literacy product in Uganda that targets parents through their mobile phones and encourages them to engage their early primary- school aged children in literacy skills-building activities outside of school hours. The product, which is delivered in the Luganda language, delivers multimedia (text plus audio, or SMS+audio) content on a daily basis over period of 91 days, during which all of the letters of the Luganda alphabet are introduced as well as 10 key vocabulary words all related to a short story. The product was evaluated by RTI International using RCT methodology. This is the baseline report describing the methodology and participant characteristics after pre-testing.