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Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics

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  • Piper, Benjamin
  • Zuilkowski, Stephanie Simmons
  • Kwayumba, Dunston
  • Oyanga, Arbogast

Abstract

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects. A randomised controlled trial of mother-tongue literacy instruction, the Primary Math and Reading (PRIMR) Initiative, was implemented in Kenya from 2013 to 2014. We compared the impacts of the PRIMR mother-tongue treatment group in two languages with those of another group that did not use mother tongue, but utilised the same instructional components. Results showed that assignment to the mother-tongue group had no additional benefits for English or Kiswahili learning outcomes beyond the non-mother-tongue group, and that the mother-tongue group had somewhat lower mathematics outcomes. Classroom observational analysis showed that assignment to the mother-tongue group had only small impacts on the usage of mother tongue in other subjects. Advocates for mother-tongue programmes must consider such results alongside local implementation resistance in programme design.

Suggested Citation

  • Piper, Benjamin & Zuilkowski, Stephanie Simmons & Kwayumba, Dunston & Oyanga, Arbogast, 2018. "Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics," International Journal of Educational Development, Elsevier, vol. 59(C), pages 110-127.
    • Handle: RePEc:eee:injoed:v:59:y:2018:i:c:p:110-127
    DOI: 10.1016/j.ijedudev.2017.10.002
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    References listed on IDEAS

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    1. Benjamin Piper & Wendi Ralaingita & Linda Akach & Simon King, 2016. "Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 8(3), pages 404-422, July.
    2. 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.
    3. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    4. Piper, Benjamin & Zuilkowski, Stephanie Simmons & Kwayumba, Dunston & Strigel, Carmen, 2016. "Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya," International Journal of Educational Development, Elsevier, vol. 49(C), pages 204-214.
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    Cited by:

    1. Carter, Emma & Sabates, Ricardo & Rose, Pauline & Akyeampong, Kwame, 2020. "Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana," International Journal of Educational Development, Elsevier, vol. 76(C).
    2. Buhl-Wiggers, Julie & Kerwin, Jason & Muñoz-Morales, Juan S. & Smith, Jeffrey A. & Thornton, Rebecca L., 2020. "Some Children Left Behind: Variation in the Effects of an Educational Intervention," IZA Discussion Papers 13598, Institute of Labor Economics (IZA).
    3. Pooja Nakamura & Adria Molotsky & Rosa Castro Zarzur & Varsha Ranjit & Yasmina Haddad & Thomas De Hoop, 2023. "Language of instruction in schools in low‐ and middle‐income countries: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 19(4), December.
    4. Leighton, Margaret, 2022. "Mother tongue reading materials as a bridge to literacy," Economics of Education Review, Elsevier, vol. 91(C).
    5. 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.

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