Effective Language Instruction: Guide for Pedagogical Approaches & Languages, Assignments of English Language

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WEEK 14:

3.3 Identify pedagogical

approach and specific

languages to use

3.4 Support language

standardization and

development

WE ARE WEEK 14 PRESENTER. HELLO! Wenzel Felipe Jenemie Lovete Jennifer Venus Maribeth Yambao

approach and specific languages to use

USAID can assist countries in analyzing the

relevant research on language and learning vis-

à-vis

country contextual factors and education

system goals to identify a pedagogical

approach to

teaching language and literacy and the specific

languages to use in the education system.

approach will likely

include:

 Focusing on building children’s L1/familiar language and literacy

skills in the primary grades.

 Providing instruction in L1 (or other language familiar to

children) to facilitate academic content learning, at least through

the end of primary school.

 Beginning instruction of the L2/Lx as a subject to allow children

to gain sufficient proficiency to transfer their L1 skills to learning

the L2; using language specialists to teach the L2/Lx.

 Providing opportunities for children to continue building their L1/

familiar language skills throughout primary school, and into

secondary school as well, as a means to support both L2 learning

and academic learning.

languages that are taught as

subjects) then depends on a number

of factors and contextual conditions,

including:

 Number of speakers of the languages and levels of

proficiency,

 State of different languages’ orthographies,

 Stakeholder buy-in and support for providing instruction in

different languages,

 Availability of teaching and learning materials in different

languages, and

 Availability of teachers to teach in certain languages, and

qualifications to teach languages as L1 and as subjects.

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 (^) Experience from countries like Ghana, Papua New Guinea, and Ethiopia suggests that providing instruction in multiple languages within one country is feasible if efforts are well-planned  (^) If it is not possible due to time, logistical, or other resource constraints to teach all children in L1, an L2/Lx that is closely related to their L1 and/or one that is spoken widely in the larger community may be the best alternative.  (^) However, as previously noted, additional languages may be phased in over time as materials are developed and teacher training and placement eventually match language-specific instructional needs  (^) Stakeholders should also be engaged in identifying regions or communities of high need, and in setting initial priorities.  (^) To avoid problems in identifying languages to include as an LOI, it is important is that the decision- making process be made as transparent as possible, with clear criteria for selecting and prioritizing languages to use in specific communities  (^) All stakeholders should be consulted to ensure that political factors do not unfairly sway decisions.

3.4 Support language standardization and development

In tandem with decision-making regarding the

selection of a pedagogical approach to language

use in education, USAID can help support language

standardization and terminology development for

academic use. Universities, language experts, local

NGOs, or linguistic organizations such as SIL

International, can be tapped to help communities

develop and standardize writing systems for their

languages.

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