The Power of Language: Strengthening Foundational Learning in Native Tongues

By Pauline Achoka

As we mark the Silver Jubilee of International Mother Language Day on February 21, 2025, we take a moment to reflect on the progress made in promoting linguistic diversity, multilingual education, and the preservation of endangered languages. For millions of children in the Global South, language remains a significant barrier to foundational learning—particularly literacy and numeracy. When children have access to education in a language they understand, they develop essential skills more effectively, setting the foundation for lifelong learning and greater economic opportunities.

Advancement in Mother Language-Based Education

Over the years, numerous initiatives have been launched to integrate mother languages into education systems. Several countries in the Global South have recognized the importance of mother tongue instruction in early education[i]. For example:

1. In Kenya, the Competency-Based Curriculum (CBC) emphasizes the use of learners’ first languages as the medium of instruction in early grades, particularly in rural areas. This approach aims to enhance comprehension and foundational skills among young learners.
2. The Senegalese government has initiated programs to incorporate local languages, such as Wolof and Pulaar, into the education system. Pilot programs have demonstrated that bilingual education can improve literacy rates and overall academic performance.
3. In India – the National Education Policy (NEP) 2020 emphasizes the importance of mother tongue or local language as the medium of instruction, advocating for its use at least until Grade 5, and preferably until Grade 8 and beyond. This approach aims to enhance understanding and retention of information among students.
4. Mexico recognizes its rich linguistic diversity, with 68 indigenous languages spoken across the country. The government has implemented policies supporting indigenous language education, aiming to preserve linguistic diversity and improve educational outcomes for indigenous children. These policies focus on bilingual education models that incorporate both indigenous languages and Spanish, fostering cultural preservation and academic success.

1. In Nepal, where over 123 languages are spoken, the government has integrated mother tongue education in early grades, particularly in linguistically diverse regions, to enhance foundational learning outcomes. Programs have been implemented to improve teaching and learning experiences by using local languages, which has been shown to reduce pressure on younger students and strengthen education in underserved areas.

Confronting the Language Question

These efforts align with Sustainable Development Goal (SDG) 4.1.1a, which emphasizes the need for quality foundational learning outcomes globally. For instance, the Global Partnership for Education (GPE) has highlighted the critical role of SDG 4.1.1a in advancing foundational skills, noting that early-grade focus enables stakeholders to track progress in children’s learning trajectories.

Additionally, in 2008, the World Bank funded the Early Grade Reading Assessment (EGRA) in Liberia, which served as a system-level diagnosis of reading skills among early-grade students. The assessment revealed that 34% of 2nd and 3rd-grade students could not read a single word. Following this, the EGRA Plus program was implemented, focusing on improving the quality of reading instruction in primary schools. The program demonstrated significant improvements in students’ reading abilities over a relatively short period.

2024 marked the Africa Year of Education. To commemorate this year, the East Africa Community (EAC), in partnership with key regional and international organizations, including the African Union (AU), the Regional Education Learning Initiative Africa (RELI-Africa), the Action for Life Skills and Values in East Africa (ALiVE), the Association for the Development of Education in Africa (ADEA), the People’s Action for Learning Network (PAL Network), the Africa Curriculum Association (ACA), UNICEF, the Bill and Melinda Gates Foundation, Food for Education, Education.org, and the British Council, convened the inaugural EAC Regional Education Conference.  The conference was attended by a daily average of 400 participants, including high level delegates from the 8 EAC partner states and various CSOs and partners in the education ecosystem. The conference featured a sub theme on language, and its role in ensuring better learning outcomes in children titled “Confronting the Language Question.”

Abstracts submitted under this theme collectively explored the complex role of language in education across East Africa. They highlight key challenges and opportunities in implementing effective language of instruction policies, promoting literacy, and improving learning outcomes. Topics ranged from innovative methodologies and approaches to teaching in familiar and formal languages to addressing the impact of language on girls’ education in traditional communities and post-conflict areas. Other abstracts also examined the progress and challenges of transitioning between languages of instruction, particularly in countries like Uganda, Tanzania, Rwanda, and Somalia, while emphasizing the importance of creating adaptable, modern language policies that support foundational literacy, numeracy, and youth empowerment.

The subtheme was also examined through a round table discussion and a keynote address delivered by Dr. Prosperous Nakindu from Kyambogo University, Kampala, who noted that integrating multilingualism into educational systems remains complex and nuanced, particularly in regions where colonial languages have historically held prominence. From the different sessions and papers that addressed the subtheme, the conference noted a pressing need to shift attitudes towards multilingualism in Africa and better recognize and integrate local languages within the education system. Colonial languages, while valuable for broader communication and access to global resources, should not overshadow the significance of mother tongues. Discussions often center on defining what constitutes a mother language and determining how it should be prioritized within educational frameworks to ensure that all students can engage meaningfully with their learning.

Bridging the Gaps

In the face of all the progress, significant challenges hinder the full implementation of mother tongue-based education in the Global South. Addressing these gaps requires urgent action from policymakers, educators, and development partners.

• Policy versus Practice Gap – While many countries, like Nigeria, have policies supporting mother tongue instruction, weak implementation due to limited teacher training and inadequate learning materials has stalled progress.
• Severe Shortage of Learning Materials – Only 37% of children in Sub-Saharan Africa have access to textbooks in their home languages, limiting their ability to build foundational literacy skills.
• Teacher Training Deficits – Many educators lack the necessary training to teach in mother tongues, affecting the quality of instruction. Without investment in teacher capacity-building, effective learning in home languages remains out of reach.
• Marginalization of Indigenous Languages – Several local languages are not formally recognized in education systems, limiting their integration into learning programs. Advocacy for policy reform and institutional support is critical to reversing this trend.

What Needs to Be Done?

• Language policies should be grounded in research and stakeholder input to ensure they are evidence-based and effectively monitored. Developing a comprehensive language policy framework is essential, particularly for early-grade literacy. This policy should align curriculum, textbooks, pedagogy, and assessments with bilingual or multilingual approaches.
• It is also important to establish a scientifically backed curriculum that supports literacy instruction in local languages and ensures smooth transitions between languages to prevent disruptions in learning. This includes addressing teacher shortages and developing high-quality teaching materials compatible with regional languages. Providing targeted training for teachers and ensuring that educational resources align with the students’ linguistic context will help bridge the gap between policy and practice.

• Governments must fully implement existing policies, ensuring adequate resources and teacher training for mother tongue instruction.
• Development Partners should prioritize funding for the production of learning materials in local languages.
• Education Stakeholders must collaborate to integrate mother tongue-based education into national strategies, ensuring no child is left behind.

This 2025 International Mother Language Day reminds us of the strides made in promoting linguistic diversity while emphasizing the work that remains. As we move forward, integrating mother languages into foundational learning is not just an educational imperative but a fundamental right for all children. With coordinated efforts, we can ensure that language is not a barrier but a bridge to quality education and lifelong learning opportunities for millions of children.

[i] The  information in the examples below is based on available data as of February 2025. For the most current updates, please refer to official Ministries of Education publications or trusted news sources.