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

Figure 4. 
Steps to take for effective language planning 
 

---

26 
Table 3. 
Conditions for effective language plan development and 
implementation 
Area for planning 
Checklist 
General planning 

Country-specific information assembled and situation analysis conducted to 
make informed decisions. 

Language planning and implementation team and “champions” identified to 
shepherd the planning and implementation process over the long term. 

Transparent process for decision-making and planning developed, 
communicated, and agreed upon. 

Factors to consider with regard to language use in education discussed and 
considered vis-à-vis country context.
Language mapping, 
standardization, and 
selection 

Accurate data gathered regarding languages spoken and levels of 
proficiency in relevant geographic areas and schools (appropriate 
stakeholders involved in language mapping). 

Agreement among stakeholders on the number of languages in which to 
provide instruction (note that some may need to be phased in over time). 

Orthographies standardized for languages to be used for instruction and to 
be taught as subjects. 

Languages to be used for instruction, and to be taught as subjects, over the 
long and short term identified based on appropriate considerations and 
through a consultative process. 
Curriculum and 
materials 

Curriculum and teaching and learning materials developed and available for 
all languages of instruction, curricular content, and grades.

Per the pedagogical approach for instruction, materials should be 
appropriate for teaching languages as subjects/foreign languages and for 
teaching content materials in languages, as appropriate.

Sufficient, effective instructional time available to pupils to learn to read and 
write the targeted L1, learn the L2/Lx, and learn curricular content per 
education goals. 
Teacher qualifications 
and training 

Teachers proficient in the languages that will be used for instruction and as 
subjects (proficiency levels determined based on accurate data).

Pre-service teacher training curriculum, approach, and materials reflective of 
the plan for using language for instruction in schools (e.g., teacher training 
provided in language in which instruction will be provided, includes focus on 
literacy instruction, L2-based instruction, bilingual approaches).

Lecturers/teacher educators/professors at teacher training colleges aware of 
and “on board” with new language plan, proficient in the languages of 
instruction as feasible, and trained in new approaches as needed.
Teacher recruitment 
and deployment

Recruitment and deployment policies and processes allow for effective 
implementation of the language plan while at the same time do not unduly 
burden teachers or restrict their professional development. 
Assessment and 
evaluation 

Classroom-based and national learning assessments and exams align with 
the languages of instruction.

---

27