EdData II: Data for Education Research and Programming (derp) in Africa

Table 1
 and throughout this document, each of these challenges—real or 
perceived—can be effectively addressed with thoughtful planning.
Table 1. 
Evidence-based responses to frequently cited concerns about L1-
based instruction
Concerns and challenges 
Responses and approaches 
No need for L1-based instruction
•
Language of instruction not the 
source of poor education 
sector outcomes
•
Children already know their 
home/mother tongue language, 
so they should learn an L2 at 
school 
•
Using L1 will hinder Lx 
development, and/or the 
learning process itself
•
Children learn languages 
quickly at a young age, so 
starting instruction in an L2 is 
better 
•
Parents do not want L1-based 
instruction 
•
L1 not needed for getting a job; 
L2/foreign languages preferred
•
While numerous problems persist in many low-income countries 
(including lack of teaching and learning materials and poor-quality 
teacher training), the language in which teaching and learning takes 
place is still significant. More resources and better teacher training will 
not lead to better outcomes if pupils still do not understand the 
language in which education is provided. 
•
Children learn to read and write, and learn academic content more 
efficiently, in a familiar language shared by teachers and students. 
•
Proficiency in L1 or a familiar language facilitates learning additional 
languages.
•
Children can become highly proficient in L2 if good instruction is 
provided. 
•
In a context where children are not exposed to an L2 outside of an 
academic environment, introducing additional languages later, after 
L1 proficiency is established, can be a more efficient instructional 
approach to learning the L2 than starting early. 
•
When parents and teachers understand that language instruction 
does not need to be “either L1 or L2” and that L1-based instruction 
can actually facilitate L2/Lx development and improve learning 
outcomes, they tend to favor this approach.
•
Even in a globalized economy, L1 skills are still vital and facilitate the 
acquisition of literacy, numeracy, and other skills needed to gain 
employment.