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Learning Poverty when schools do not teach in children’s home language: A comparative perspective

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  • Alkateb-Chami, Maya

Abstract

By analyzing data from 56 countries and conducting a qualitative analysis of the cases of Singapore and Burundi, this study identifies a compelling link between Learning Poverty and linguistic discordance—showing a pronounced positive correlation between lower country-level literacy outcomes and higher misalignment between students' home language and the language of instruction at school. Critically, this comparative study reveals this correlation as most pronounced in middle-income countries and demonstrates the need to attend carefully to local contexts. Findings call for prioritizing research and policy attention to language of instruction and linguistic discordance globally toward achieving basic education for all.

Suggested Citation

  • Alkateb-Chami, Maya, 2024. "Learning Poverty when schools do not teach in children’s home language: A comparative perspective," International Journal of Educational Development, Elsevier, vol. 105(C).
    • Handle: RePEc:eee:injoed:v:105:y:2024:i:c:s0738059323002511
    DOI: 10.1016/j.ijedudev.2023.102975
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    References listed on IDEAS

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    1. Taylor, Stephen & von Fintel, Marisa, 2016. "Estimating the impact of language of instruction in South African primary schools: A fixed effects approach," Economics of Education Review, Elsevier, vol. 50(C), pages 75-89.
    2. David D. Laitin & Rajesh Ramachandran & Stephen L. Walter, 2019. "The Legacy of Colonial Language Policies and Their Impact on Student Learning: Evidence from an Experimental Program in Cameroon," Economic Development and Cultural Change, University of Chicago Press, vol. 68(1), pages 239-272.
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