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

Section 3.1 
and in 
Annex E: Planning for language use in education: Illustrative timeline and 
tasks
.
2.3.2 Language development and standardization
Another factor to consider with regard to the language environment is the linguistic development 
of the languages to be used. Because standard written forms develop over time and with use, 
using a language for instruction actually fosters development. However, for languages without 
established orthographies or writing systems, a minimum level of standardization should be 
achieved before teaching and learning materials are developed, to ensure consistency across 
teaching. (See 
Section 3.4 
for further details on orthography development.)
Box 3 
presents questions USAID and other stakeholders can use to investigate the sociolinguistic 
context in a given country and its implications for language planning for education.

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Box 3. Questions to explore the sociolinguistic context 
1. What languages are spoken by parents and their children in relevant geographic areas within the country as L1 
and L2/Lx? To what levels of proficiency? What areas of the country are linguistically homogenous or 
heterogeneous?
2. What attitudes about different languages must be considered when making decisions about their use? For 
example, are certain languages considered more “prestigious” or “powerful” than others, and if so, what are the 
implications of this? 
3. What are the languages spoken, written, and read by the teaching workforce? Does teachers’ current language 
repertoire correspond to the languages spoken by children, or is there a mismatch in teacher-student 
language? 
4. What level of exposure do children have to an L2/Lx outside the classroom? Based on the research on 
language learning, what are the implications of this level of exposure to language development and use in 
education? 
5. Do up-to-date language maps exist? If not, what is the process for developing them and who would be 
involved? 
6. Does information exist regarding the languages spoken by teachers and students at the school level? If not, 
what is (or should be) the process for gathering this information? How can communities be involved in school 
mapping activities? 
7. If many languages are spoken within a community or school, is one of them be used by a majority of children? 
Is there a language of wider communication that could be used, or should different languages be used in 
different schools? If needed, how can different languages be used in the same school by employing teachers 
with different language skills, and/or parental teacher aides? 
8. Which languages have standardized orthographies (writing systems)? Which orthographies need to be 
harmonized and/or developed?
9. What processes exist (or need to be developed) for appropriately and efficiently harmonizing, standardizing, or 
developing orthographies, if needed? 
10. Which linguistic and cultural groups are actively promoting their languages and can be engaged in the process 
of standardizing orthographies and/or developing curricula and materials?