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

6. Improves learner self-confidence 
The affective domain, involving confidence, self-esteem and identity, is strengthened by use of 
the L1, increasing motivation and initiative as well as creativity. L1 classrooms allow children to 
be themselves and develop their personalities as well as their intellects. Enjoyment of school and 
experiencing success are factors that improve attendance, participation and achievement, as 
documented by studies of classroom interaction and interviews with students, teachers, and 
families (Alidou, Batiana, Damiba, Pare, & Kinda, 2008; Ball, 2011). 

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63 
Annex A 
7. Supports parental and community involvement in education 
When children learn in a familiar language, their home culture is validated and reinforced, 
creating a bridge between the formal school system and the community. This, in turn, facilitates 
parental involvement and strengthens community support for education because language is not a 
barrier to participation in their children’s education. Rather, use of familiar or home language in 
school makes the school, teacher, and curriculum more accessible to all. Parents in particular are 
better able to be involved in their children’s education when they speak the language used for 
education, since they are better able to communicate with teachers about their children’s progress 
and schoolwork, to provide support to their children at home, to bring their own local knowledge 
into the formal education environment, and to hold schools and teachers accountable. Evidence 
from Papua New Guinea, for example, shows that when the government established L1-based 
bilingual education in 1995, community demand for education increased significantly, leading to 
local development of materials and bringing the number of languages used in education to 400 
by the year 2000 (Malone & Paraide, 2011). In Ghana, education provided to children in their 
home languages has similarly resulted in increased awareness among parents and the community 
of the importance of L1-based instruction in facilitating learning outcomes, in terms of both 
content knowledge and English-language learning (Casely-Hayford, Ghartey, & The SfL Internal 
Impact Assessment Team, 2007). When children’s home language is used in schools, parents can 
also help their children with schoolwork, and perhaps learn L1 literacy along the way 
(Chimbutane, 2011).