Ball, Mary-ClaireBhattacharya, JasodharaZhao, HuiAkpe, Yapo, HermannBrogno, StephanieJasińska, Kaja2024-03-152024-03-152023-03-24https://doi.org/10.31730/osf.io/tjuwzhttps://africarxiv.ubuntunet.net/handle/1/517https://doi.org/10.60763/africarxiv/475https://doi.org/10.60763/africarxiv/475https://doi.org/10.60763/africarxiv/475Bilingual 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.Bilingual EducationLearning OutcomesLiteracySub-Saharan AfricaWest Africa