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

Annex G 
includes links to language 
maps for most African countries; the MTB-MLE network (www.mlenetwork.org) also offers 
mapping examples. SIL’s Ethnologue (Paul, Simons, & Fennig, 2014) has language maps 
(including the year in which data were collected) for sub-Saharan African countries that can be 
used as a reference to plan additional mapping as needed.
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Depending on the purpose and available resources, strategies for assessing teachers’ language can include 
gathering self-reported data on what languages teachers consider to be their L1 and asking them which languages 
they can read and write well. More formal literacy assessments also can administered as part of teacher training 
registration or enrollment, school placement, or in-service training.
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For an example, see
 http://www.ethnologue.com/map/BJ
 for a language map of Benin. 
Key Idea: Language mapping
Language mapping provides valuable 
information regarding which languages 
should be initially prioritized for use as LOI 
based on objective factors, including 
number of speakers and fluency levels. It 
also helps to determine teacher place-
ment, training, and resource (textbook) 
needs vis-à-vis languages spoken, as well 
as how the approach to L1-based instruc-
tion may need to be adapted depending on 
how many languages are spoken, and to 
what level of proficiency, in a given 
community or school.

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School-based language mapping: The example of Mali 
Although Mali introduced bilingual instruction in 13 languages in 2,550 schools in 2005, the system was not able to 
provide materials or teacher training to implement effectively in all languages immediately and simultaneously.
A school language-mapping exercise conducted in 2009 found that only 1% of the 945 schools offered bilingual 
education in the most appropriate language for their students, taught by a teacher trained and equipped for this 
task. Not surprisingly, an Early Grade Reading Assessment conducted that same year found that fewer than 17% 
of second graders were able to read a single word in any of the four Malian languages or French.
To further understand the language environment and improve the country’s ability to provide L1-based instruction, 
a language-mapping exercise supported by USAID found that all children in one region shared the same L1 in 
68% of schools. In 90% of the remaining schools, the children/community used one of just four languages as a 
lingua franca or common language. The language mapping exercise therefore indicated the feasibility of reaching 
a significant percentage of students with L1-based education, while at the same time highlighting the need to 
increase the percentage of teachers speaking those languages.
The study therefore recommended that priority be given to producing materials and training teachers in the four 
lingua franca identified in the study, with additional languages phased in as teaching and learning materials—as 
well as teacher training—became available in those languages.