Figure 2 - uploaded by Benjamin Piper
Content may be subject to copyright.
Source publication
Language policy is generally seen as a national-level decision regarding which languages the state will support, and in which public domains. However, the reality is that language policy plays out at regional and local levels as well. In fact, it could be argued that the most important instantiations of language policy are those which directly dete...
Similar publications
This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India's recent National Education Policy 2020 (NEP 2020). Rooted in India's existing educational language policy, our linguistically inclusive 'Languages for Learning' (LFL) framework is, we believe, structu...
Drawing on data from a longitudinal linguistic ethnographic study of a trilingual (English, Japanese, Spanish) family in Australia, this paper suggests that rather than looking at their language use in terms of family language policy, better insights can be gained by exploring the translingual family repertoire. This repertoire is a central apparat...
The chapter is a critical appraisal of bilingual education policy scholarship and practice against a backdrop of contestations that characterize determination and execution of bilingual education goals and the spread of the idea of linguistic human rights in education – and discourses attendant and consequent to these processes. A dominant and recu...
Citations
... It also helps to create a learnercentered environment where learners' previous knowledge is genuinely connected to the new one (World Bank, 2021). Studies have shown that learners who learn in their mother tongue up to grade five perform better than those who learn in a second language (Collier & Thomas, 2017;Lindholm-Leary, 2004;Trudell & Piper, 2014). Learners have a greater chance to enjoy education, go far in schooling, and make a good socio-cultural impact with an LoI based on their own (Benson, 2016). ...
In many educational contexts, people’s own language is kept out of school walls and bartered for another. This work is part of decolonization and postcolonialism dynamics, specifically through the empowerment attempt of mother tongues in education. Translanguaging, a state-of-the-art, multidisciplinary theory related to bilingualism and multilingualism, assisted in
framing this work, especially translanguaging pedagogy. Our qualitative study aimed to explore the challenges of incorporating local languages, especially Bamanankan, into primary education in Mali. To investigate the phenomenon, we conducted in-depth interviews and focus group discussions with 16 Malian primary teachers. It was found that mother-tongue- mediated instruction – as teachers perceive it – helps learners learn faster and increases their motivation and engagement. Teachers also believe that L1-driven pedagogy can guarantee quality instruction and preserve
a country’s linguistic and socio-cultural identity in education. Moreover, our study identified several factors impeding the use of African languages like Bamanankan in instruction, as synthesized from teachers’ experiences. These included society’s fear of L1 integration in education due to previous unsuccessful attempts, poorly prepared languages like Bamanankan for academic and classroom usage, blurred policy, and paucity of teachers’
training. Using translanguaging pedagogy, we developed a policy-action framework in an attempt to improve sustainably L1-mediated learning for primary graders grounded in teachers’ opinions. The identification of a robust LoI policy, availability of resources, teachers’ high-quality training, and collaborative work among key actors – as per teachers’ view – can leverage mother-tongue-based schooling and society’s culture in education.
... In sub-Saharan Africa, for example, many countries that were previously British colonies use English as their language of instruction in most or all of their educational levels (Berry, 1985;de Araujo, Roberts, Willey, & Zahner, 2018). However, in some countries (such as Tanzania, Kenya, and Rwanda), there is a policy emphasis on other languages, especially at lower levels of education (Kavenuke & Uwamahoro, 2017;Trudell & Piper, 2014). Although policies in Kenya guide the integration of learners' first languages in the early grades of primary school education, they have been accepted reluctantly, with many parents and teachers preferring Kiswahili and English (Trudell & Piper, 2014). ...
... However, in some countries (such as Tanzania, Kenya, and Rwanda), there is a policy emphasis on other languages, especially at lower levels of education (Kavenuke & Uwamahoro, 2017;Trudell & Piper, 2014). Although policies in Kenya guide the integration of learners' first languages in the early grades of primary school education, they have been accepted reluctantly, with many parents and teachers preferring Kiswahili and English (Trudell & Piper, 2014). Kiswahili is used in most primary schools in Tanzania, with few EMI schools. ...
The teaching and learning process is a social practice that involves interactions between learners, teachers, and resources. These interactions are facilitated by various tools, especially tools for communication. The language of instruction is at the centre of this interaction and is the focus of this article. The article is conceptualised from the Tanzania context, where English is the medium of instruction, yet it is a second or third language to many learners. This article explores the phenomenon of English being the language of instruction in multilingual classrooms, posing opportunities and challenges in learning. Whereas fluency in English may aid the learning of mathematics, limited competence in English may hinder the learning of mathematics since learners must then simultaneously learn both English (the language of instruction) and mathematics. Additionally, the article discusses the differences in the meanings of various English terms when used in everyday English versus formal mathematical language. Suggestions for pedagogical practices to help learners develop English language competences without deferring the development of mathematical competences are provided.
... This change was introduced as a reaction to parents' vehement protests against Chinese as the MoI. In the African countries, except Tanzania, the colonial languages have been retained as the official languages because of their pragmatic and economic value (Trudell & Piper, 2014). It appears that the nationalistic inspiration or the cultural identify has not been able to completely disregard the global need to assimilate with a wider community. ...
... Spolsky, 2012), parents' preferences towards the dominant or the global languages seem to be the norm (e.g. Lau, 2020;Sultana & Piplai, in press;Trudell & Piper, 2014). Although the older family members were found to have high regard for Kurukh, especially in Bangladesh, the loss of the home language in the young population has a significant impact on the vitality of Kurukh. ...
Imposed political boundaries have an enormous impact on the communities. In this paper, we explore the status of an indigenous language in a region that has a long, shared history and culture. Focusing on two areas across a political border, i.e. Bangladesh and West Bengal, India, the paper examines the major language policies and practices of the two regions in relation to Kurukh, and compares the use of Kurukh with references to the policies across the border. Data was collected from six groups of Kurukh-speaking adult community members based in Rangpur (Bangladesh) and Alipurduar, West Bengal (India) which was analysed using the themes of ‘profit’ and ‘pride’ of Kurukh. The study revealed commonalities in the two contexts as well as identified important sociolinguistic differences that are likely to determine the trajectory of Kurukh. Informed by the data emerging from the study, we propose some policy recommendations that are feasible, and can be useful in protecting the Kurukh language and culture in Bangladesh and India.
... In terms of African indigenous language use and learning, the available studies do not seem to provide any empirically and theoretically valid explanations for the determinants of language use and language learning. A significant number of studies across the continent focus on factors militating against the L1 medium of instruction [26,[39][40][41][42]. In terms of learning the first languages within the classroom context, there seems to be a scarcity of empirical literature indicating some of the determinants of students' intention to study. ...
This study investigated the predictors of indigenous language learning from an empirical and theoretical perspective. A quantitative approach was employed to explore the issue using an extended version of Ajzen’s Theory of Planned Behavior that incorporates linguistic insecurity in measuring students’ language learning intentions. A total of 180 first-year undergraduate students in the Department of Arts Education and the Department of Ghanaian Languages and Linguistics participated in the study. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), measurement and structural models were evaluated. The results indicated that students’ attitudes (behavioral beliefs), subjective norms, language learning efficacy, and students’ sense of linguistic insecurity significantly predicted their intentions to study indigenous languages. The exogenous variables accounted for 47.8% of the variance in students’ intentions to study indigenous languages in higher education. The strongest predictor of intention was subjective norms (β = 0.399; p<0.01), followed by students’ sense of linguistic insecurity (β = -0.254; p<0.01), perceived language learning efficacy (β = 0.169; p = 0.013), and language attitude (β = 0.144; p = 0.045). These results underscore the need for concerned stakeholders to foster positive attitudes and address linguistic insecurity to enhance learners’ development of positive behavioral intentions toward indigenous language learning.
... Such ministerial-level policy statements tend to be more vulnerable to frequent, politically-motivated changes than are policies that are grounded in a constitutionlevel legal framework. 4 A close examination of language policy formulation and change across Africa indicates that national language policy, no matter what its content, receives strong implementational support under certain conditions (Shohamy, 2006;Trudell, 2021;Trudell & Piper, 2014): ...
... Language policy that is not reflective of the real aspirations and identity of the nation's leaders can be vulnerable to frequent changes and inadequate implementation. In addition, where language policy does not resonate with local aspirations and beliefs about language, local support and implementation will not be automatic (Trudell et al., 2015: 139;Trudell & Piper, 2014). The evidence is that the pedagogical implications of language of instruction choices do not carry nearly the weight for stakeholders as do these larger issues. ...
Language of instruction is a topic of great interest in current international education and development discourse, particularly as it applies to early-grade reading. As a result, African language-medium instruction has received increased attention from international education donors and stakeholders in the last 10+ years. This chapter examines some of the complexities of local language-medium education programming, particularly in African contexts. It provides an overview of key program features, identifies the most common challenges that arise in developing such programs, and suggests some tested ways of meeting those challenges.
... In such contexts, the two languages are usually non-cognate, which is the case with African languages and English. This complicates the task of learning to read for the child, as the linguistic structures and orthography differ across such languages (Piper, Schroeder, and Trudell 2015;Trudell and Piper 2014;De Vos, van der Merwe, and van der Mescht 2014;Land 2015). ...
... The primary reason for this demand is the link between the postcolonial language and socioeconomic mobility (Azam et al., 2010). Other factors that complicate LOI choices include linguistically heterogenous classrooms, in which there are multiple MTs in one school or area (Nakamura et al., 2017;Reddy, 2011); as well as the fact that some MT languages have no scripts, lack teaching and learning materials, have limited trained teachers, or lack political or community will to be implemented as languages in education (Piper et al., 2016;Trudell & Piper, 2013). ...
To address the evidence gap in making effective language of instruction (LOI) decisions, we propose a systematic review of the role of LOI choices in education programs and policies on literacy outcomes in multilingual educational contexts in low‐ and middle‐income countries (LMICs). Grounded in a multidisciplinary theory of change (ToC) describing what factors link LOI choices and literacy outcomes, we will gather, organize, and synthesize the evidence on the specific role of the three LOI choices described in the ToC (teaching in mother tongue [MT] with later transition, teaching in a non‐MT language, or teaching in two or more languages at one time) and its impact on literacy and biliteracy outcomes. We will focus our systematic review and meta‐analysis only on quantitative and qualitative intervention studies from LMICs as these have the highest relevance for decision making in multilingual LMIC contexts. We will also only include languages that are relevant and commonly spoken in LMICs. For example, we will likely include studies that examine Arabic to English transfer, but not Arabic to Swedish transfer.
... For Kenya (and sub-Saharan Africa), language scholars suggest a re-consideration of the use of languages learners know well in education or alternatively adopting bilingual education models. But according to some researchers, 'the economic influence of English in sub-Saharan Africa has given the English language a perceived value, which increases incentives for English to be used in classrooms, although English skills are quite limited in many parts of Kenya' (Piper, et al, 2015; see also Trudell & Piper, 2013). ...
Englishes in Africa: Contexts & Themes
This edited book volume consists of nine chapters showing a wide range of themes and perspective on English in Africa. While scholarship into English in Africa is widely noted, especially in the literary domain of African literatures, a contemporary book that brings together in one place African scholars who live the complex relations between English and African languages in Africa Today is missing. The chapters show a diversity of sociolinguistic landscapes of English in eight African societies in Tanzania, Nigeria, South Africa, Kenya, Zimbabwe, Ghana, Cameroon, and Morocco. Among many other themes, these chapters show that the pace of entrenchment of English in Africa is asymmetry. This lack of equality and equivalence in entrenchment, despite the stronger influence of the social media, commerce, the Internet, is motivated by a number of deliberate measures such as political intervention reported in Tanzania, South Africa, and Kenya.
keywords: Englishes; Africa; African English; African Languages; English Africa
... In Zambia, educational policies promote the use of local languages in classrooms, mainly in early grades, but actual preferences favour the use of English (Kombe and Mwanza 2019). The argument is that using local languages as MOI will negatively affect learning the official language and even subjects that are more important for students' future opportunities (Piper et al. 2018;Trudell and Piper 2014). This argument against using African languages seems to be corroborated by research findings showing that using local languages as MOI does not improve or sometimes hinders learning (Bikongoro 2015). ...
The language used as a medium of instruction (MOI) has implications for learning outcomes. In most African classrooms, an international language is solely or dominantly used as an MOI. There is a debate about how this practice is associated with students’ learning outcomes. This study uses Zambian PISA for Development 2018 data and school fixed effects to examine how the degree of teacher code-switching and the use of student home language in specific pedagogical situations (explaining complex concepts, engaging students in discussions, and students struggling to learn the curriculum) are associated with learning achievements. Findings suggest that these practices are not associated with learning achievements, and implications of the findings are discussed.
... In SSA, Hungi (2011) examined SACMEQ countries and found that speaking the language of instruction is a strong predictor of students' achievement in almost all concerned countries. Trudell and Piper (2014) also compared reading achievements for students studying in local language MOI context and those who are not. They found that the former is able to understand what they read, while the latter struggle in understanding what they read. ...
Background: There is limited evidence on the potential benefits of bilingual medium of instruction (MOI) in sub-Saharan Africa. Purpose: This study examines the association between bilingual MOI and learning outcomes in Senegal and Zambia, analyzes how the association varies among students from different linguistic backgrounds, and estimates how consistent the relational patterns are between the two countries. Design and methods: The study Employs hierarchical linear modelling with PISA for Development 2018 data. Results: Results show that bilingual MOI is negatively associated with reading but not mathematics and science in Senegal, but it is not associated with any of these learning achievement measures in Zambia. However, the association may be positive or negative across student linguistic backgrounds in both countries. Moreover, the relational patterns between the countries may be consistent or inconsistent depending on the measure of learning achievements or whether we consider a direct or indirect relation. Implications of the findings were discussed.
