Effective bilingual education in Francophone West Africa: Constraints and possibilities

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dc.contributor.authorBall, Mary-Claire
dc.contributor.authorBhattacharya, Jasodhara
dc.contributor.authorZhao, Hui
dc.contributor.authorAkpe, Yapo, Hermann
dc.contributor.authorBrogno, Stephanie
dc.contributor.authorJasińska, Kaja
dc.date.accessioned2024-03-15T06:39:41Z
dc.date.available2024-03-15T06:39:41Z
dc.date.issued2023-03-24
dc.description.abstractBilingual education that incorporates a local language alongside the official language has become an increasingly common approach in sub-Saharan Africa for improving literacy rates and learning outcomes. Evidence suggests that bilingual instruction is largely associated with positive learning and literacy outcomes globally (Bühmann & Trudell, 2007; Takam & Fassé, 2020). However, the adoption of bilingual education does not guarantee positive learning outcomes (e.g., Ball et al., 2022). This paper reviews bilingual programs in sub-Saharan Africa, with a particular focus on programs in six Francophone West African countries (Niger, Senegal, Mali, Burkina Faso, Côte d’Ivoire, Cameroon). We identified factors critical to high-quality and effective bilingual programs. Implementation factors, such as teacher training and classroom resources, and socio-cultural factors, such as perceptions of local languages in education, constrain and contribute to the quality of bilingual education. These insights may help inform policy-makers and other stakeholders seeking to improve bilingual education programs in Francophone West Africa and other contexts.
dc.identifier.doihttps://doi.org/10.31730/osf.io/tjuwz
dc.identifier.urihttps://africarxiv.ubuntunet.net/handle/1/517
dc.identifier.urihttps://doi.org/10.60763/africarxiv/475
dc.identifier.urihttps://doi.org/10.60763/africarxiv/475
dc.identifier.urihttps://doi.org/10.60763/africarxiv/475
dc.subjectBilingual Education
dc.subjectLearning Outcomes
dc.subjectLiteracy
dc.subjectSub-Saharan Africa
dc.subjectWest Africa
dc.titleEffective bilingual education in Francophone West Africa: Constraints and possibilities

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