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Estimating the Impact of Language of Instruction in S African Primary Schools: A Fixed Effects Approach

The country of South Africa faces a difficult policy decision ahead as they seek to provide their citizens with adequate skills in both English and Afrikaans, the only two of the nation's eleven official languages that are currently used in academic contexts and literature, while continuing to provide mother tongue education. 

Introduction to Issues and Implications for Children Learning to Read in Multilingual Settings

This report, commissioned through the Education Resource Facility - an initiative funded by AusAID, provides a review of the literature on the most current research and practices surrounding learning to read in a second langauge (L2) and learning through the medium of an L2.

Early Grade Learning: From Assessment to Action

Apr 17 2012 8:30 am
America/New York

Although basic literacy is known to be key to economic and social development for individuals and societies, between 25 and 75 percent of children in developing nations are unable to read at grade level. As governments, international aid organizations, and others work to address this global challenge, one of the fundamental components of any education strategy is the need to accurately assess reading performance.


The National Press ClubHoleman Lounge, 529 14th Street N.W. Washington, DC


For information, contact Beth Griffin, 919.541.6920,

2012 MLE Workshop on Bridging Between Languages in Mother Tongue-Based Education

Mar 19 2012
Mar 30 2012

Plans are moving ahead for the March 2012 workshop on bridging between languages in MTB multilingual education. This workshop, part of a series on planning for strong and sustainable mother tongue-based multilingual education (MTB MLE) programs, will focus on language education. For full details, download the attachment below.


Bangkok, Thailand


Susan Malone ( for information or Isara Choosri ( to register. Please copy Susan Malone when registering.

The Kom Experimental Mother Tongue Education Project Report for 2010

This report analyzes the impact of a mother tongue-based multilingual education in Cameroon. The report compares results from 12 experimental schools selected to implement a curriculum using the mother tongue (Kom) as the primary language of instruction to 12 matched schools selected as control schools. The 12 control schools implement the standard model of instruction of the area in which English is used as the medium of instruction for all subjects and classes. The results indicate a very large, statistically significant testing/learning advantage for students in the Kom-medium program.
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