PROTOCOL: Language of Instruction in Schools in Low- and Middle-Income Countries--A Systematic Review

Autor/inn/en	Nakamura, Pooja; Leyew, Zelealem; Molotsky, Adria; Ranjit, Varsha; Kamto, Kevin
Titel	PROTOCOL: Language of Instruction in Schools in Low- and Middle-Income Countries--A Systematic Review
Quelle	In: Campbell Systematic Reviews, 19 (2023) 2, (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/cl2.1319
Schlagwörter	Second Language Learning; Second Language Instruction; Language of Instruction; Decision Making; Multilingualism; Educational Policy; Literacy; Literacy Education; Interdisciplinary Approach; Native Language; Bilingualism; Intervention; Developing Nations; Correlation; Teaching Methods; Meta Analysis + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Decision-making; Entscheidungsfindung; Mehrsprachigkeit; Multilingualismus; Politics of education; Bildungspolitik; Alphabetisierung; Schreib- und Lesefähigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bilingualismus; Developing country; Developing countries; Entwicklungsland; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Meta-analysis; Metaanalyse
Abstract	To address the evidence gap in making effective language of instruction (LOI) decisions, we propose a systematic review of the role of LOI choices in education programs and policies on literacy outcomes in multilingual educational contexts in low- and middle-income countries (LMICs). Grounded in a multidisciplinary theory of change (ToC) describing what factors link LOI choices and literacy outcomes, we will gather, organize, and synthesize the evidence on the specific role of the three LOI choices described in the ToC (teaching in mother tongue [MT] with later transition, teaching in a non-MT language, or teaching in two or more languages at one time) and its impact on literacy and biliteracy outcomes. We will focus our systematic review and meta-analysis only on quantitative and qualitative intervention studies from LMICs as these have the highest relevance for decision making in multilingual LMIC contexts. We will also only include languages that are relevant and commonly spoken in LMICs. For example, we will likely include studies that examine Arabic to English transfer, but not Arabic to Swedish transfer. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01