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Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya
Resource type
Journal Article
Authors/contributors
- Piper, Benjamin (Author)
- Zuilkowski, Stephanie S. (Author)
- Ong’ele, Salome (Author)
Title
Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya
Abstract
Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension.
Publication
Comparative Education Review
Volume
60
Issue
4
Pages
776-807
Date
2016-11
DOI
ISSN
0010-4086
Short Title
Implementing Mother Tongue Instruction in the Real World
Accessed
20/04/2022, 15:39
Library Catalogue
journals.uchicago.edu (Atypon)
Extra
Publisher: The University of Chicago Press
Citation
Piper, B., Zuilkowski, S. S., & Ong’ele, S. (2016). Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya. Comparative Education Review, 60(4), 776–807. https://doi.org/10.1086/688493
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