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

Box 5. Questions to explore LOI and stakeholder engagement
1. What role do different stakeholders (and divisions within institutions) play, and what resources do they have, 
with regard to the development and implementation of a plan or policy related to language of instruction? 
2. Looking at the key areas for planning for language use in education described in 
Annex E
, which institutions, 
departments, and individuals have primary responsibility for these areas? Are there any areas for which clear 
responsibility is not assigned? 
3. What levels of knowledge do education officials at the central level, school directors, teachers, parents, and 
community members have regarding L1-based teaching and learning? Regarding L2-based language learning 
and instruction?
4. What are the attitudes and beliefs of different stakeholders toward instruction in L1/familiar languages in 
particular? Are certain stakeholder groups opposed to providing education in the L1/familiar languages, and if 
so, why?
5. What strategies can be used to inform stakeholders about research on L1 and L2/Lx language development 
and learning?
6. What strategies can be used to effectively engage a diverse and wide range of stakeholders in the decision-
making process regarding language use in education?
7. What are parents’ and community members’ current level of involvement in their children’s education? How 
might this be affected if instruction were to be provided in familiar (L1) languages? If provided in a L2/Lx? 
8. How might parent and community support be harnessed and/or improved with regard to language-of-instruction 
issues?
9. Who from among the stakeholder groups can serve as leaders or “champions” to shepherd a process for 
developing and implementing a plan for language use in education over the long term?
below summarizes key factors to consider when planning for language use in 
education. 

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