chapter  11
Language, education and development: implications of language choice for learning
ByBarbara Trudell, Catherine Young, Susan Nyaga
Pages 17

Language of instruction is an increasingly visible issue in international education today. This is especially true for primary education systems in multi-language national environments of the global South, where educational outcomes (and reading competencies in particular) are under closer scrutiny from international funding and program implementation bodies than they have been in the past.1 Although many factors affect educational outcomes (including teacher competency, student well-being, the policy environment, and financial and infrastructural support), fluency in the language of instruction stands out as a significant predictor of learner success in both reading competencies and curriculum content (Gove and Cvelich 2011: 16; Alidou et al. 2006).