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The Legacy of Colonial Language Policies and Their Impact on Student Learning: Evidence from an Experimental Program in Cameroon

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  • David D. Laitin
  • Rajesh Ramachandran
  • Stephen L. Walter

Abstract

The relative educational returns on colonial versus indigenous language instruction in sub-Saharan countries have yet to be decisively estimated. To address this unanswered question, this paper provides an impact assessment of an experiment in Cameroon in which the first 3 years of schooling were conducted in a local language instead of in English. Test results in examinations in both English and math reveal that treated students exhibit gains of 1.1–1.4 of a standard deviation in grades 1 and 3 compared with the control students. It also increases the probability of being present in grades 3 and 5 by 22 and 14 percentage points, respectively. However, by the end of fifth grade, 2 years after reverting to the English stream, treated students still exhibit gains of 0.40–0.60 of a standard deviation, although the absolute scores for both groups are low enough to suggest limited learning is taking place.

Suggested Citation

  • 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.
    • Handle: RePEc:ucp:ecdecc:doi:10.1086/700617
    DOI: 10.1086/700617
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    Cited by:

    1. Binzel, Christine & Link, Andreas & Ramachandran, Rajesh, 2021. "Language, Knowledge, and Growth: Evidence from Early Modern Europe," CEPR Discussion Papers 15454, C.E.P.R. Discussion Papers.
    2. Romuald, Nguemkap Kouamo, 2023. "An analysis of inequalities in school performance between public and private students in sub-Saharan Africa," International Journal of Educational Development, Elsevier, vol. 100(C).
    3. Hemanshu Kumar & Rohini Somanathan & Mahima Vasishth, 2022. "Language and learning in ethnically mixed communities," Review of Development Economics, Wiley Blackwell, vol. 26(2), pages 835-846, May.
    4. Leighton, Margaret, 2022. "Mother tongue reading materials as a bridge to literacy," Economics of Education Review, Elsevier, vol. 91(C).
    5. Pooja Nakamura & Zelealem Leyew & Adria Molotsky & Varsha Ranjit & Kevin Kamto, 2023. "PROTOCOL: Language of instruction in schools in low‐ and middle‐income countries: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 19(2), June.
    6. Opare-Kumi, Jennifer, 2024. "English medium instruction in multilingual contexts: Empirical evidence from Ethiopia," International Journal of Educational Development, Elsevier, vol. 105(C).
    7. Hemanshu Kumar & Rohini Somanathan & Mahima Vasishth, 2020. "Language and Learning in Ethically Mixed Communities: A Study of School Children in an Indian Village," Working Papers 35, Ashoka University, Department of Economics.
    8. Laitin, David D. & Ramachandran, Rajesh, 2022. "Linguistic diversity, official language choice and human capital," Journal of Development Economics, Elsevier, vol. 156(C).
    9. Adelaide Baronchelli & Alessandra Foresta & Roberto Ricciuti, 2020. "The Words That Keep People Apart. Official Language, Accountability and Fiscal Capacity," CESifo Working Paper Series 8437, CESifo.
    10. 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).
    11. Margaret Leighton, 2021. "Mother Tongue Reading Materials as a Bridge to Literacy," Discussion Paper Series, School of Economics and Finance 202101, School of Economics and Finance, University of St Andrews.
    12. Feliciano Chimbutane & Ritva Reinikka, 2023. "Language and student learning: Evidence from an ethnographic study in Mozambique," WIDER Working Paper Series wp-2023-62, World Institute for Development Economic Research (UNU-WIDER).

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