Barbara Trudell - Academia.edu (original) (raw)

Papers by Barbara Trudell

Literacy studies, 2023

Language of instruction is a topic of great interest in current international education and devel... more Language of instruction is a topic of great interest in current international education and development discourse, particularly as it applies to early-grade reading. As a result, African language-medium instruction has received increased attention from international education donors and stakeholders in the last 10+ years. This chapter examines some of the complexities of local language-medium education programming, particularly in African contexts. It provides an overview of key program features, identifies the most common challenges that arise in developing such programs, and suggests some tested ways of meeting those challenges.

Language in Education in Nigeria, Phase II: Report 2022, 2022

In the formal education context, the role of language in effective learning is clear. When consid... more In the formal education context, the role of language in effective learning is clear. When considering formal education in Africa, it is also clear that the various ways in which languages are chosen, used and supported in African classrooms largely determine the degree of effective learning.

To better understand the dynamics and impact of language of instruction choices in Nigerian classrooms, the Foreign, Commonwealth and Development Office (FCDO)/UK Aid has funded a two-phase study of the issues and opportunities related to language of instruction in the country.
Phase I, which was facilitated by the British Council and carried out in 2018, explored the links between the current Nigerian language policy context and student learning outcomes. This was done by means
of an extensive literature review as well as a series of interviews of Nigerian linguists, policymakers, educationists and implementers of internationally funded education programme interventions in the
country (Trudell 2018). Phase II, facilitated by UNICEF and initiated in 2020, gathered and analyzed evidence from Nigerian classrooms and local stakeholders on the actual language of instruction practices and
models being used in classes P1-P3, as well as the language transition strategies being implemented in P4.

Early-exit language transitioning programming: The rationale, the benefits and the limitations, 2023

Issues of language choice in formal education contexts are highly relevant to successful learning... more Issues of language choice in formal education contexts are highly relevant to successful learning outcomes. The choice of a language of instruction (LoI) that the learners understand and speak is well recognized as one determiner of inclusive and equitable education, and as a key component of accomplishing both Sustainable Development Goal 4 and the Global Education 2030 Agenda.
In multilingual education (MLE) programming, the most common models for including local languages in the formal education system are transition models: the learner’s first language is used as medium of instruction in the early grades, after which another language becomes the medium of instruction. Early-exit language transition features the use of the first language in the early primary grades only; late-exit language transition maintains the use of the first language through the later primary grades, before shifting to another language of instruction.
In multilingual nations across the global South, the early-exit language transition model is the most common national MLE policy choice. This paper examines the benefits, limitations and possibilities of early-exit language transition programming across the world, with particular focus on its implementation in countries of Africa, Asia and Latin America.

A presentation at the 2021 Nilo-Saharan Linguistics Colloquium, hosted by the University of Edinb... more A presentation at the 2021 Nilo-Saharan Linguistics Colloquium, hosted by the University of Edinburgh.

Language of Instruction in Foundational Literacy & Numeracy Programs in sub- Saharan Africa: The Basics, Jul 31, 2021

In Africa and across the global South, foundational literacy and numeracy programming (FLN) is be... more In Africa and across the global South, foundational literacy and numeracy programming (FLN) is being implemented in complex language environments. In these environments, language of instruction (LOI) choices have a significant impact on learning outcomes. This overview is intended to provide an orientation on core concepts and issues related to LOI. A pull-out poster on key terms for LOI is also included, describing various terms and features related to writing systems as well as key linguistic terms. The companion how-to guide, Practical Language Choices for Improving Foundational Literacy and Numeracy in sub-Saharan Africa, provides a practical roadmap for navigating language of instruction issues.

Policy Development in TESOL and Multilingualism, 2021

Since the earliest days of colonial rule, the English language has held pride of place in formal ... more Since the earliest days of colonial rule, the English language has held pride of place in formal education curricula across the swathes of Africa that were subject to British colonial rule. English is seen as the language of development and socioeconomic advancement, "a warrant for success in professional life" (Ngomo in Language policy for the multilingual classroom: Pedagogy of the possible. Multilingual Matters, p. 140, 2011). The dominant positioning of English in formal education contexts is rooted in a series of inaccurate, largely disproven myths about the role of English in learning and life. At the same time, the English language does have a legitimate role in the education systems of Anglophone Africa. These roles and expectations of English must be understood and addressed, if African states are to attain a multilingualism that benefits learners and the nation as a whole. This chapter examines the mythical and the authentic value of the English language for formal learning in Anglophone Africa. It concludes that the appropriate use of the first language (L1) and English, as medium of instruction and subject in primary classrooms, can make these languages into two strong pillars of successful learning, among children for whom the likelihood of successful learning is otherwise not high at all.

International Review of Education, 2019

International Review of Education, 2019

In the education context of sub-Saharan Africa, reading has received substantial attention in rec... more In the education context of sub-Saharan Africa, reading has received substantial attention in recent years. Reading skills and habits have been identified as a marker of success in formal education, particularly with the current international focus on reading achievement as a measure of learning. Meanwhile, adult literacy continues to be seen as an important feature of human development, and reading skills are carefully tracked in reporting on the United Nations Sustainable Development Goals. This attention given to reading by major international agencies, and by the partners whom they influence, has contributed to a general belief that progress of all kinds can be linked to the ability to read and understand written text. Literacy and reading certainly feature prominently in many aspects of lifelong learning. However, the current interest in establishing so-called reading cultures is handicapped by a significant mismatch in assumptions about the utility and functions of literacy.

Comparative Education, 2016

In 2014, UNICEF commissioned a review of language policy and education quality in the 21 countrie... more In 2014, UNICEF commissioned a review of language policy and education quality in the 21 countries of UNICEF's Eastern and Southern Africa Region. This paper examines findings from the review, related to the role of English and local languages in current education practice in the region. National language policies and implementation practices are examined, as is the mismatch between the two. The evident widespread use of English as the language of instruction in primary classrooms of Eastern and Southern Africa, even where the pupils do not speak English, generates two central questions: (1) Is English really the villain in this context? And (2) Why do teachers and pupils in these classrooms have to choose one language or another as medium of instruction?

Africa: Journal of the International African Institute, 2003

Authors, I. van Kessel. Head-to-head: Is Africa's young population a risk or an.-BBC.com 10 Jul 2... more Authors, I. van Kessel. Head-to-head: Is Africa's young population a risk or an.-BBC.com 10 Jul 2015. The majority of young people in South Africa want to continue living in the country and have no intention of leaving, despite the socioeconomic Africa's young Majority. Enlarge. Information: ISBN number.: 0952791773. Author.: Barbara Trudell. Jacket.: Paperback. Publisher.: Centre of African Studies. Lagos is Africa's most popular city for entrepreneurs-The Guardian 27 Jan 2014. Despite rapid growth in formal wage sector jobs, the majority of these In a short video on the youth employment challenge in Africa, young Africa's Young Entrepreneurs-International Development Research. Young women feel the sting of unemployment even more sharply. The AfDB found that in most countries in sub-Saharan Africa and all of those in North Africa, Africa's Young Majority-Connecting-Africa Browse and search. In profiling life for Africa's young urbanites, the author reviews the services, opportunities and. Most African youth are already living in cities or, it would most. Cities of Hope: Young People & Opportunity in South Africa's Cities. Africa's Young Majority. Simon McGrath. Added by. Simon McGrath • links.jstor.org. Views.

Journal of Research in Reading, 2015

Reading research has shown that variable relationships exist between measures of oral reading flu... more Reading research has shown that variable relationships exist between measures of oral reading fluency and reading comprehension, depending on whether the language of the text is the reader's first language or an additional language. This paper explores this phenomenon, using reading assessment data for 2,000 Kenyan children in two or three languages: English, Kiswahili and one of two mother tongues, Dholuo or Gikuyu. The assessment data allowed us to compare reading and comprehension rates across languages. The data indicated that many children could read English words more easily than words in Kiswahili or their mother tongue; nevertheless, their reading comprehension was significantly lower in English than in Kiswahili, Dholuo or Gikuyu. The paper concludes that emphasising English reading fluency is an inefficient route to gaining reading comprehension skills because pupils are actually attaining minimal oral reading fluency in English and only modest comprehension skills in their own languages. The evidence also demonstrates that Kenya's national language policy of mother tongue as a medium of instruction in the early primary grades is consistently ignored in practice. Kenyan language policy mandates mother tongue instruction in the first three grades (Kenya Institute of Education, 2002). However, implementation of this language policy is inconsistent in Kenyan classrooms for a variety of reasons; instead, instruction is given primarily in English (Trudell & Piper, 2013). Kenya's colonial history and the current economic influence of English in sub-Saharan Africa have given the English language a perceived value, which increases incentives for English to be used in classrooms, although English skills are quite limited in many parts of Kenya (Nyaga, 2013; Schroeder, 2007; Trudell & Piper, 2013). Language-of-instruction choices such as those being made in Kenyan classrooms influence the relationships between oral reading fluency and comprehension. Research shows that oral reading fluency is necessary for reading comprehension (Hoover & Gough, 1990). For children to comprehend what they read, they must read with sufficient fluencyaccuracy, speed and prosody (National Institute of Child Health & Human This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Literacy studies, 2023

Language of instruction is a topic of great interest in current international education and devel... more Language of instruction is a topic of great interest in current international education and development discourse, particularly as it applies to early-grade reading. As a result, African language-medium instruction has received increased attention from international education donors and stakeholders in the last 10+ years. This chapter examines some of the complexities of local language-medium education programming, particularly in African contexts. It provides an overview of key program features, identifies the most common challenges that arise in developing such programs, and suggests some tested ways of meeting those challenges.

Language in Education in Nigeria, Phase II: Report 2022, 2022

In the formal education context, the role of language in effective learning is clear. When consid... more In the formal education context, the role of language in effective learning is clear. When considering formal education in Africa, it is also clear that the various ways in which languages are chosen, used and supported in African classrooms largely determine the degree of effective learning.

To better understand the dynamics and impact of language of instruction choices in Nigerian classrooms, the Foreign, Commonwealth and Development Office (FCDO)/UK Aid has funded a two-phase study of the issues and opportunities related to language of instruction in the country.
Phase I, which was facilitated by the British Council and carried out in 2018, explored the links between the current Nigerian language policy context and student learning outcomes. This was done by means
of an extensive literature review as well as a series of interviews of Nigerian linguists, policymakers, educationists and implementers of internationally funded education programme interventions in the
country (Trudell 2018). Phase II, facilitated by UNICEF and initiated in 2020, gathered and analyzed evidence from Nigerian classrooms and local stakeholders on the actual language of instruction practices and
models being used in classes P1-P3, as well as the language transition strategies being implemented in P4.

Early-exit language transitioning programming: The rationale, the benefits and the limitations, 2023

Issues of language choice in formal education contexts are highly relevant to successful learning... more Issues of language choice in formal education contexts are highly relevant to successful learning outcomes. The choice of a language of instruction (LoI) that the learners understand and speak is well recognized as one determiner of inclusive and equitable education, and as a key component of accomplishing both Sustainable Development Goal 4 and the Global Education 2030 Agenda.
In multilingual education (MLE) programming, the most common models for including local languages in the formal education system are transition models: the learner’s first language is used as medium of instruction in the early grades, after which another language becomes the medium of instruction. Early-exit language transition features the use of the first language in the early primary grades only; late-exit language transition maintains the use of the first language through the later primary grades, before shifting to another language of instruction.
In multilingual nations across the global South, the early-exit language transition model is the most common national MLE policy choice. This paper examines the benefits, limitations and possibilities of early-exit language transition programming across the world, with particular focus on its implementation in countries of Africa, Asia and Latin America.

A presentation at the 2021 Nilo-Saharan Linguistics Colloquium, hosted by the University of Edinb... more A presentation at the 2021 Nilo-Saharan Linguistics Colloquium, hosted by the University of Edinburgh.

Language of Instruction in Foundational Literacy & Numeracy Programs in sub- Saharan Africa: The Basics, Jul 31, 2021

In Africa and across the global South, foundational literacy and numeracy programming (FLN) is be... more In Africa and across the global South, foundational literacy and numeracy programming (FLN) is being implemented in complex language environments. In these environments, language of instruction (LOI) choices have a significant impact on learning outcomes. This overview is intended to provide an orientation on core concepts and issues related to LOI. A pull-out poster on key terms for LOI is also included, describing various terms and features related to writing systems as well as key linguistic terms. The companion how-to guide, Practical Language Choices for Improving Foundational Literacy and Numeracy in sub-Saharan Africa, provides a practical roadmap for navigating language of instruction issues.

Policy Development in TESOL and Multilingualism, 2021

Since the earliest days of colonial rule, the English language has held pride of place in formal ... more Since the earliest days of colonial rule, the English language has held pride of place in formal education curricula across the swathes of Africa that were subject to British colonial rule. English is seen as the language of development and socioeconomic advancement, "a warrant for success in professional life" (Ngomo in Language policy for the multilingual classroom: Pedagogy of the possible. Multilingual Matters, p. 140, 2011). The dominant positioning of English in formal education contexts is rooted in a series of inaccurate, largely disproven myths about the role of English in learning and life. At the same time, the English language does have a legitimate role in the education systems of Anglophone Africa. These roles and expectations of English must be understood and addressed, if African states are to attain a multilingualism that benefits learners and the nation as a whole. This chapter examines the mythical and the authentic value of the English language for formal learning in Anglophone Africa. It concludes that the appropriate use of the first language (L1) and English, as medium of instruction and subject in primary classrooms, can make these languages into two strong pillars of successful learning, among children for whom the likelihood of successful learning is otherwise not high at all.

International Review of Education, 2019

International Review of Education, 2019

In the education context of sub-Saharan Africa, reading has received substantial attention in rec... more In the education context of sub-Saharan Africa, reading has received substantial attention in recent years. Reading skills and habits have been identified as a marker of success in formal education, particularly with the current international focus on reading achievement as a measure of learning. Meanwhile, adult literacy continues to be seen as an important feature of human development, and reading skills are carefully tracked in reporting on the United Nations Sustainable Development Goals. This attention given to reading by major international agencies, and by the partners whom they influence, has contributed to a general belief that progress of all kinds can be linked to the ability to read and understand written text. Literacy and reading certainly feature prominently in many aspects of lifelong learning. However, the current interest in establishing so-called reading cultures is handicapped by a significant mismatch in assumptions about the utility and functions of literacy.

Comparative Education, 2016

In 2014, UNICEF commissioned a review of language policy and education quality in the 21 countrie... more In 2014, UNICEF commissioned a review of language policy and education quality in the 21 countries of UNICEF's Eastern and Southern Africa Region. This paper examines findings from the review, related to the role of English and local languages in current education practice in the region. National language policies and implementation practices are examined, as is the mismatch between the two. The evident widespread use of English as the language of instruction in primary classrooms of Eastern and Southern Africa, even where the pupils do not speak English, generates two central questions: (1) Is English really the villain in this context? And (2) Why do teachers and pupils in these classrooms have to choose one language or another as medium of instruction?

Africa: Journal of the International African Institute, 2003

Authors, I. van Kessel. Head-to-head: Is Africa's young population a risk or an.-BBC.com 10 Jul 2... more Authors, I. van Kessel. Head-to-head: Is Africa's young population a risk or an.-BBC.com 10 Jul 2015. The majority of young people in South Africa want to continue living in the country and have no intention of leaving, despite the socioeconomic Africa's young Majority. Enlarge. Information: ISBN number.: 0952791773. Author.: Barbara Trudell. Jacket.: Paperback. Publisher.: Centre of African Studies. Lagos is Africa's most popular city for entrepreneurs-The Guardian 27 Jan 2014. Despite rapid growth in formal wage sector jobs, the majority of these In a short video on the youth employment challenge in Africa, young Africa's Young Entrepreneurs-International Development Research. Young women feel the sting of unemployment even more sharply. The AfDB found that in most countries in sub-Saharan Africa and all of those in North Africa, Africa's Young Majority-Connecting-Africa Browse and search. In profiling life for Africa's young urbanites, the author reviews the services, opportunities and. Most African youth are already living in cities or, it would most. Cities of Hope: Young People & Opportunity in South Africa's Cities. Africa's Young Majority. Simon McGrath. Added by. Simon McGrath • links.jstor.org. Views.

Journal of Research in Reading, 2015

Reading research has shown that variable relationships exist between measures of oral reading flu... more Reading research has shown that variable relationships exist between measures of oral reading fluency and reading comprehension, depending on whether the language of the text is the reader's first language or an additional language. This paper explores this phenomenon, using reading assessment data for 2,000 Kenyan children in two or three languages: English, Kiswahili and one of two mother tongues, Dholuo or Gikuyu. The assessment data allowed us to compare reading and comprehension rates across languages. The data indicated that many children could read English words more easily than words in Kiswahili or their mother tongue; nevertheless, their reading comprehension was significantly lower in English than in Kiswahili, Dholuo or Gikuyu. The paper concludes that emphasising English reading fluency is an inefficient route to gaining reading comprehension skills because pupils are actually attaining minimal oral reading fluency in English and only modest comprehension skills in their own languages. The evidence also demonstrates that Kenya's national language policy of mother tongue as a medium of instruction in the early primary grades is consistently ignored in practice. Kenyan language policy mandates mother tongue instruction in the first three grades (Kenya Institute of Education, 2002). However, implementation of this language policy is inconsistent in Kenyan classrooms for a variety of reasons; instead, instruction is given primarily in English (Trudell & Piper, 2013). Kenya's colonial history and the current economic influence of English in sub-Saharan Africa have given the English language a perceived value, which increases incentives for English to be used in classrooms, although English skills are quite limited in many parts of Kenya (Nyaga, 2013; Schroeder, 2007; Trudell & Piper, 2013). Language-of-instruction choices such as those being made in Kenyan classrooms influence the relationships between oral reading fluency and comprehension. Research shows that oral reading fluency is necessary for reading comprehension (Hoover & Gough, 1990). For children to comprehend what they read, they must read with sufficient fluencyaccuracy, speed and prosody (National Institute of Child Health & Human This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Good Answers to Tough Questions in L1-based Multilingual Education Volume 2, 2023

In 2016, SIL published the first Good Answers to Tough Questions in MTB-MLE, a volume dedicated t... more In 2016, SIL published the first Good Answers to Tough Questions in MTB-MLE, a volume dedicated to providing “what works”-type responses to some of the most difficult challenges being faced by practitioners in the field. At that time, global awareness of the power of L1-medium learning was growing, and there were many questions about the “hows” of L1-based MLE. In this first volume, experienced literacy and MLE consultants from across the globe provided a set of practical responses to some of the most pressing questions of the time.
Seven years later, governments, NGOs, and local communities around the world are developing local languages as languages of instruction and initial literacy for a range of learners, while also ensuring that local culture is well represented in curricular and material resources. United Nations agencies, the World Bank, bilateral donors, and others are focusing attention on “inclusive and equitable quality education” (SDG #4) for all learners, through the provision of classroom instruction in local languages—as well as official languages—to increase learning and comprehension. This increased focus on local languages has resulted in positive changes in policy and implementation of L1-based multilingual education in many countries around the world.
However, the “tough questions” have also changed somewhat over time. So, this second volume of Good Answers to Tough Questions addresses new issues and questions related to the implementation of local language-medium multilingual education programming. In this volume we explore some of the more recent questions related to policy, school language mapping, orthographic challenges, digital tools for learning, early childhood education, education in emergencies, and more.