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Review
. 2023 Oct 3;19(4):e1351.
doi: 10.1002/cl2.1351. eCollection 2023 Dec.

Language of instruction in schools in low- and middle-income countries: A systematic review

Pooja Nakamura  1 , Adria Molotsky  1 , Rosa Castro Zarzur  1 , Varsha Ranjit  1 , Yasmina Haddad  1 , Thomas De Hoop  1
Affiliations
Review

Language of instruction in schools in low- and middle-income countries: A systematic review

Pooja Nakamura et al. Campbell Syst Rev. .

Abstract

Based on the theory of change, we gather, organize, and synthesize the evidence on the impact of three language of instruction (LOI) choices (teaching in mother tongue [MT] with later transition, teaching in a non-MT language, or teaching in two or more languages at one time) on literacy and biliteracy outcomes. We focus on quantitative and qualitative studies of LOI interventions in low- and middle-income countries (LMICs) and consider languages that are commonly spoken in the developing world. As such, we include studies that examine transfers from local languages to English, but not those evaluating transfers from local languages to languages that are less spoken in LMICs (e.g., Swedish).

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Figures

Figure 1
Figure 1
Logic Framework for language of instruction (LOI) policies and interventions on literacy outcomes.
Figure 2
Figure 2
Visual representation of process to identify final included studies.
Figure 3
Figure 3
Map indicating the country settings for the studies with quantitative methodologies.
Figure 4
Figure 4
Map indicating the country settings for the studies with qualitative methodologies.
Figure 5
Figure 5
Risk of bias assessment for quantitative studies.
Figure 6
Figure 6
Overview of the risk of bias assessment for included quantitative studies.
Figure 7
Figure 7
Effects of language of instruction on letter and syllable reading (mother tongue).
Figure 8
Figure 8
Effects of language of instruction interventions on word reading (mother tongue).
Figure 9
Figure 9
Effects of language of instruction interventions on sentence reading (mother tongue).
Figure 10
Figure 10
Effects of language of instruction interventions on reading comprehension (mother tongue).
Figure 11
Figure 11
Effects of language of instruction interventions on reading comprehension (national language).
Figure 12
Figure 12
Funnel plots by language type: (a) Mother Tongue, (b) National Language, and (c) Later Acquired Language.
See this image and copyright information in PMC

Update of

References

    1. REFERENCES TO INCLUDED STUDIES
    1. Babaci‐Wilhite, Z. (2015). Zanzibar's curriculum reform: Implications for children's educational rights. Prospects, 45(2), 181–195. 10.1007/s11125-015-9341-6 - DOI
    1. Benson, C. , & Wong, K. M. (2017). Effectiveness of policy development and implementation of L1‐based multilingual education in Cambodia. International Journal of Bilingual Education and Bilingualism, 22, 250–265. 10.1080/13670050.2017.1313191 - DOI
    1. Benson, C. J. (2000). The primary bilingual education experiment in Mozambique, 1993 to 1997. International Journal of Bilingual Education and Bilingualism, 3(3), 149–166.
    1. Brink, S. , & Nel, C. (2019). ‘Contradictions within an activity of second language reading literacy’. South African Journal of Childhood Education, 9(1), a687v9i1.687.

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