Africa Area

This guide provides a roadmap for policy makers, program designers, and implementers to navigate the complexities of language of instruction options for foundational literacy and numeracy (FLN) programs and to make context-appropriate design choices. Other recent resources in the form of handbooks, kits, and reports are listed in the Resources section at the end and are useful companions to this guide.  Practical Language Choices.

A study of the research on MTB MLE programming in Africa. In this chapter, we examine the existing research evidence regarding multilingual learning in low-resource contexts of Sub-Saharan Africa, specifically in the context of mother tongue-based multilingual education (MTB MLE) models being implemented in African countries.   Research in multilingual learning in Africa Assessing the effectiveness of multilingual education programming

Schroeder, L., M. Mercado, M., & Trudell, B. 2021. Chapter 2 - Research in multilingual learning in Africa: Assessing the effectiveness of multilingual education programming. In E. Erling, J. Clegg, C. Rubagumya & J. Reilly (Eds.), Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. London, UK: Routledge.

This literature review of language policy and education quality in the 21 countries of UNICEF’s Eastern and Southern Africa Region provides an in-depth, up-to-date perspective on the realities and impact of language use in the region’s formal education environments.  The impact of language policy and practice on children’s learning 

Trudell, B. 2016. The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa. Commissioned by UNICEF Eastern and Southern Africa Regional Office (ESARO), Basic Education and Gender Equality (BEGE) Section. 

An ESL transition reading curriculum: Bridging the language gap for African children - PDF file of PowerPoint presentation 

Successful multilingual reading models include the following essential components... Read more