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

Reading specialists from universities.
These specialists may contribute to developing 
textbooks and supplementary reading materials for the various languages used for 
learning.
•
Groups organized to support culture and language.
Language policies may 
intentionally or unintentionally limit the use of minority languages in ways only speakers 
of those languages can identify. Additionally, members of cultural groups can be 
involved in developing and/or reviewing curriculum and materials (such as stories) to 
make sure they are culturally and linguistically appropriate.
•
Government curriculum units, textbook developers 
and
 public and private printers
who produce books. These groups should be called upon to help identify what teaching 
and learning materials exist and to map a plan for developing the required resources for 
teachers and pupils in a cost-effective manner.
•
NGOs, language associations, linguistics institutions, and religious organizations 
(including regional, national, and international groups) may already be providing or 
supporting pupil and/or teacher education in L1 languages. They may be able to 
contribute teaching and learning materials in those languages, and their experiences may 
offer useful lessons on best practices for instruction in familiar languages. Additionally, 
language specialists may assist with the development and standardization of 
orthographies and the development of additional materials. Finally, these organizations 
may be useful partners in conducting social advocacy. 
•
Parents and community members and associations. 
Both literate and non-literate 
members of a community contribute in many ways to the development and 
implementation of an effective plan for using L1-based instruction. This includes 
participating in language mapping, developing materials, supporting teachers by 
providing after-school support to learners, contributing materials to create a print-rich 
classroom, etc. Parents’ understanding of language-of-instruction policies and plans, and 
the value of providing instruction in familiar and other languages, is key to successful 
implementation, as it will determine, in part, whether children attend school regularly and 
whether they receive the necessary support at home for succeeding in school.
Each of these stakeholder groups will bring to the table a set of concerns that need to be 
addressed through advocacy and social mobilization efforts. However, they will also bring to the 
table knowledge, resources, and experiences that can be harnessed to develop an effective—and 
acceptable—plan.
Where a broad working group of education stakeholders focused on language of instruction does 
not already exist, the results of the situation analysis, and the questions and ideas in this 
document, can be used to guide a discussion on the need to assess the effectiveness of existing 
policies or practices with regard to language use in education.
As part of the process of engaging stakeholders,