Moving towards bilingual education in Mali: Bridging policy and practice for improved reading instruction
In countries with many mother-tongue languages, supporting reading instruction in mother tongue can often seem a daunting task. At school level, teachers and school directors often don't have the linguistic ability or teaching resources to work in more than one mother tongue within a single school. At the district and regional levels, decision-makers often don't have a complete set of data about the mother tongue needs of the schools in their areas and allocating human or material resources to schools is difficult. At national levels, there is often a disconnect between a policy discourse that declares, in principle, that all mother tongues are used, and constrained sector budgets, which do not include sufficient funds to provide teacher training or instructional materials in all the languages of a particular country.