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

Section 1: Rationale for more effective language planning in education 
presents an 
overview of the advantages and benefits—at the learner, education system, and 
community levels—associated with appropriate use of language for education provision. 
It includes a particular focus on the advantages of L1-based instruction, drawing on 
evidence and experience gathered internationally as well as from the sub-Saharan African 
context. The section also notes common concerns raised with regard to L1-based 
instruction and responses to these concerns. 
•
Section 2: Key factors to consider when planning for language use in education
summarizes important issues related to L1 and L2/Lx instruction as they relate to 
language-use planning. These are broken down into the following five areas: (i) research 
on language, literacy, and learning; (ii) goals of the education system; (iii) the sociolin-
guistic context; (iv) the educational context; and (v) stakeholder considerations. This 
section includes an overview of L1 learning and development, how children acquire 
L2/Lx language skills, and issues related to language transfer and LOI transition.
•
Section 3: Recommendations and steps for planning for effective language use in 
education 
describes actions USAID and stakeholders can undertake. Accompanying 
annexes provide planning tools and specific details on short-, medium- and long-term 
activities that should be carried out.
Throughout the document, readers will find questions related to the research and information 
presented that can be used to guide their language planning process.

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The authors, contributors, and reviewers to the guide included academics with expertise on 
language development, bilingual education, and reading instruction, as well as individuals who 
have contributed to the development, implementation, and/or monitoring and evaluation of L1-
based education and reading programs, particularly those in sub-Saharan Africa. It is the authors’ 
hope that this guidance will further assist USAID in achieving its goal of improved reading 
outcomes for 100 million children, as well help countries effectively plan for language use in 
education in order to improve learning outcomes across the curriculum.