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

Box 1. Questions to explore language, literacy, and learning  
1. What is the official language of instruction at each level of education? Is there a formal policy that outlines 
language use for education? To what degree is it consistent with research about language, literacy, and learning?
2. What methodologies are currently recommended/mandated for implementing LOI policies? How do these relate to 
international evidence on language and literacy development?
3. What are actual classroom 
practices
with regard to language use, and how do these relate to official policy and 
suggested methodologies?
4. In which languages are children taught to read and write, and at which grade level? Are current policies and 
practices consistent with research on language and literacy learning? 
5. At what grade level are children expected to begin learning an L2/Lx, and what instructional methods are used to 
help them?

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6. At what grade level, and for what purpose, are children expected to learn academic content through the L2 or Lx? 
Does the grade level at which children begin to learn an L2/Lx, and/or begin to learn in that language, correspond 
to research regarding what language competencies are necessary to do so?
7. Are children expected to learn to speak, read, and write the L2/Lx at the same time as it is being used as the LOI, 
prior to having the proficiency needed to learn in that language?
8. Is development of children’s L1/familiar languages supported while they learn the L2/Lx? 
9. How does current policy or practice for introducing an L2/Lx, and/or reducing the use of L1, affect children and 
teachers in terms of teaching practices and learning outcomes?
10. What is the current understanding among stakeholders (education officials, teachers, parents, etc.) regarding 
language, literacy acquisition, learning, and the advantages of instruction in L1/familiar languages? To what 
extent does this match contemporary research?