Language of Instruction

CIES 2018 Presentation, given by Dunston Kwayumba. In many developing countries, subjects are taught and tested in the child’s second or third language. In Kenya, for example, all subjects are taught and examined in English, other than languages such as Kiswahili.

Under the USAID Partnership for Education: Testing activity, a teacher questionnaire was introduced to the 2015 national EGRA/EGMA survey in Ghana.

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects.

The Institute for People’s Education (Institut pour l’Éducation Populaire, or IEP) designed the Read-Learn-Lead (RLL) program to demonstrate that the new official curriculum, if properly implemented and supported, can be a viable and effective approach to primary education, using mother tongue and a

This report summarizes applicable research on education in multilingual contexts and on the use of L1-based, bilingual instruction in particular.

A video overview of the Nigeria Reading and Access Research Activity (RARA) approach to teaching reading in Hausa. Narrated in Hausa with English subtitles.

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.

The USAID/Uganda School Health and Reading Program is a large scale, systemic reform effort to increase reading and provide health information in primary schools.

The National Education Assessment Unit (NEAU) of the Ghana Education Service (GES) conducted a national Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) in July 2015.

Presentation delivered at CIES2017 (Atlanta).