Language transitioning research synthesis
Programme of work
Enhancing evidence transferability
American Institutes for Research
University of Addis Ababa
February 2020 to June 2021
Low- and middle-income countries
This systematic review will synthesise the available evidence on language transitioning from a series of novel angles – including linguistics, psychology, political science and economics –to provide a holistic picture of the role of language in the learning crisis.
The study uses the systematic review method to examine the role of language of instruction policies on literacy outcomes in multilingual educational contexts in low- and middle-income countries (LMICs).
Electronic databases and websites.
Given the widespread multilingualism in LMICs, this systematic review will be helpful for decision-makers to inform language-transitioning policies. The documented strong link between lan-guage and political affiliation, safety and security, identity, social economic mobility and educational outcomes implies that parents and community leaders are also highly invested in what languages are taught to their children. Given that language and education policy decisions impact teacher placement, teacher resource allocation and material development in critical ways, this study will also be highly relevant to teachers and teacher-training institutes.
- CEDIL Design Paper 12: Language of Instruction in Schools in LMICs: A Systematic Review
- Webinar: Language of Instruction Transitioning in Low-and- Middle Income Countries: An Evidence Synthesis
- Blog post: Teaching children in the language they understand best improves their reading skills
- Protocol: Language of instruction in schools in low- and middle-income countries: A systematic review
- Evidence Brief: Language of instruction in schools in LMICs: A systematic review