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

Late exit transitional
refers to a model in which the L1 is used as the LOI through the 
end of primary school (and possibly beyond). In some cases, the L1 is taught as a subject 
throughout secondary school. The model has better results than the early-exit transition 
model if implemented well. Evidence from Ethiopia suggests that the late-exit model is 
most effective in producing higher levels of learning outcomes than early exit models, 
with children who received instruction in L1 through grade 8 having higher learning 
outcomes than children who exited L1 instruction earlier (Heugh, Benson, Bogale, & 
Yohannes, 2007). 
•
In the 
additive (maintenance) bilingual
model, children receive instruction in their L1 
or familiar language while learning in an L2 is introduced gradually, first as a subject and 
then phased in as an additional MOI. The objective is to develop and maintain pupils’ L1, 
while they develop their L2 proficiency, to ensure that the L1 is not lost and continues to 
support academic learning and improvement in L2.

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Annex C 
Annex C. Language competencies and vocabulary 
thresholds 
One of the most commonly used frameworks for measuring language competency is the 
Common European Framework Reference for Languages (CEFR) (Language Policy Unit, n.d.; 
Little, Goullier, & Hughes, 2011). The CEFR indicates a competency-based “threshold” level at 
which a language user has developed sufficient competencies to be an independent user of the 
language. These include: 
A Basic User 
B Independent User 
C Proficient User 
A1
Breakthrough or beginner 
A2
Waystage or elementary 
B1
Threshold or intermediate 
B2
Vantage or upper 
intermediate