PLANNING FOR LANGUAGE USE IN EDUCATION: BEST PRACTICES AND PRACTICAL STEPS TO IMPROVE LEARNING OUTCOMES EdData II: Data for Education Research and Programming (DERP) in Africa AUGUST 2015 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International. Cover photo: A student working on her writing skills in Uganda, supported through USAID/Uganda School Health and Reading Program (SHRP). Photo by Medina Korda RTI International. 2015. Planning for Language Use in Education: Best Practices and Practical Steps to Improve Learning Outcomes. Washington, DC: U.S. Agency for International Development. The views expressed by the authors at RTI International do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Planning for Language Use in Education: Best Practices and Practical Steps to Improve Learning Outcomes Prepared for USAID Bureau for Africa United States Agency for International Development Prepared by Alison Pflepsen With contributions from Carol Benson, Colette Chabbott, and Agatha van Ginkel RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 RTI International is a registered trademark and a trade name of Research Triangle Institute. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Table of Contents Tables ............................................................................................................................................ iv Figures............................................................................................................................................ iv Boxes ............................................................................................................................................ iv Abbreviations .................................................................................................................................. v Introduction .................................................................................................................................... vi Concepts and definitions ................................................................................................................ ix 1 Rationale for more effective language planning in education ............................................ 1 1.1 Context and benefits ............................................................................................... 1 1.2 Putting research into practice .................................................................................. 2 2 Key factors to consider when planning for language use in education ............................... 5 2.1 Research on language, literacy, and learning.......................................................... 6 2.1.1 Summary of the research ............................................................................ 6 2.1.2 Language models and LOI transition .......................................................... 8 2.1.3 Research implications for planning ............................................................ 9 2.2 Relationship between LOI and the goals of the education system ....................... 13 2.3 Sociolinguistic context .......................................................................................... 15 2.3.1 Language environment.............................................................................. 15 2.3.2 Language development and standardization ............................................. 17 2.4 Educational context ............................................................................................... 18 2.5 Stakeholder considerations ................................................................................... 21 3 Recommendations and steps for planning for language use in education ........................ 23 3.1 Conduct situation analysis and assemble country-specific information ............... 27 3.2 Engage a wide range of stakeholders and conduct social advocacy ..................... 29 3.3 Identify pedagogical approach and specific languages to use .............................. 31 3.4 Support language standardization and development ............................................. 33 3.5 Develop curriculum, materials and assessment for target languages, grades and subjects ........................................................................................................... 34 3.6 Align teacher training, recruitment, and placement with language policies and practice ........................................................................................................... 36 3.7 Develop and implement a language policy and/or language plan ........................ 37 3.8 Monitor and evaluate outcomes ............................................................................ 41 4 Conclusion: Summary and way forward........................................................................... 42 Bibliography ................................................................................................................................. 44 ii Annexes Annex A. Detailed literature review of worldwide evidence and best practices on L1- based multilingual instruction .................................................................................... 58 Annex B. Language models ....................................................................................................... 66 Annex C. Language competencies and vocabulary thresholds .................................................. 68 Annex D. Exploring language goals in relation to LOI planning .............................................. 69 Annex E. Planning for language use in education: Illustrative timeline and activities ............. 71 Annex F. Country situational analysis worksheet for planning for language use in education .................................................................................................................... 74 Annex G. Resources for planning for language use in education .............................................. 79 iii Tables Table 1. Evidence-based responses to frequently cited concerns about L1-based instruction .................................................................................................................... 3 Table 2. Summary of language models common references in LOI discussions ...................... 9 Table 3. Conditions for effective language plan development and implementation ............... 26 Figures Figure 1. Research on language and learning: Key ideas for effective language planning ....................................................................................................................... 8 Figure 2. Relationship between language use in education and goals of the education system ........................................................................................................................ 15 Figure 3. Factors to consider when planning for language use in education ............................ 23 Figure 4. Steps to take for effective language planning ............................................................ 25 Boxes Box 1. Questions to explore language, literacy, and learning .................................................... 12 Box 2. Questions to explore LOI and the goals of the education system ..................................... 14 Box 3. Questions to explore the sociolinguistic context ............................................................... 18 Box 4. Questions to explore language and educational context .................................................. 20 Box 5. Questions to explore LOI and stakeholder engagement ................................................... 22 iv Abbreviations ADEA Association for Development of Education in Africa CAL Center for Applied Linguistics CEFR Common European Framework Reference for Languages DFID British Department for International Development EGAT/ED USAID Bureau of Economic Growth Agriculture and Trade, Office of Education EGRA Early Grade Reading Assessment EQUIP2 Education Quality Improvement Program KEP Kom language program (Cambodia) L1, L2 first and second language LOI language of instruction LOLT language of learning and teaching LWC language of wider communication M&E monitoring and evaluation MLE multilingual education MOI medium of instruction MTB-MLE mother tongue-based multilingual education MTPDS Malawi Teacher Professional Development Support (program) NGO nongovernmental organization PIRLS Progress in International Reading Literacy Study PRIMR Primary Math and Reading Initiative (Kenya) READ TA Reading for Ethiopia’s Achievement Developed, Technical Assistance (project) RTI RTI International (registered trademark and trade name of Research Triangle Institute) SACMEQ Southern and Eastern Africa Consortium for Monitoring Educational Quality TIMSS Trends in International Mathematics and Science Study UIL UNESCO Institute for Lifelong Learning UNESCO United Nations Educational, Scientific, and Cultural Organization UNICEF United Nations Children’s Fund USAID United States Agency for International Development v Introduction The concept of Education for All, as operationalized by the Millennium Development Goals, drives current efforts in educational development. The assumption underlying the expansion of