Strengthening Bilingual and Multilingual Learning Systems in Francophone Africa
Project Abstract
This project generated and mobilized evidence to improve bilingual and multilingual education systems in Côte d’Ivoire, the Democratic Republic of the Congo (DRC), and Senegal. Led by Dalberg Research and the American Institutes for Research (AIR), the study explored optimal timing for transitioning from local languages to French, assessed language-of-instruction policies, and built regional capacity for evidence-based education reform.
Findings revealed that most children transition to French before they are ready, and that 50% mastery in decoding skills in a familiar language significantly accelerates French literacy acquisition. The project’s tools and insights are now informing national policy development and teacher training programs across the region.
Project Details
Implementing Countries:
Duration:
End Date:
Project Impacts: Policy and Practice
The project catalyzed policy reform and uptake in all three countries:
Côte d’Ivoire
- Ministry of Education requested nationwide language mapping using the project’s methodology.
- Findings are informing the rollout of a national bilingual/multilingual education policy.
DRC
- Confirmed the need to delay transition to French until students reach decoding proficiency in their mother tongue.
- Ministry is integrating findings into teacher training and curriculum development.
Senegal
- Stakeholder workshops and presentations led to increased interest in bilingual education reform.
- Findings are guiding policy discussions on language transition and instructional practices.
