In Francophone Africa, most children learn in multilingual environments where their home languages differ from the language of instruction, often a colonial language like French. Research consistently shows that mother-tongue-based multilingual education improves learning outcomes in both native and international languages. However, socioeconomic mobility is often tied to proficiency in French, compelling many schools to prioritize teaching in French over home languages. This creates a gap between what children know and what they are taught, hindering early literacy development.

Despite pilot programs and policies aimed at improving multilingual education, the region continues to struggle with low literacy rates. Critical challenges remain unresolved, including when and how to transition from mother-tongue instruction to French, the specific skills to prioritize in each language, and how to train teachers effectively to support bilingual and multilingual outcomes. Additionally, limited research exists on the effectiveness of existing multilingual education models, leaving policymakers with insufficient evidence to guide their decisions.

To address these challenges, the American Institutes for Research and Dalberg Research partnered to generate and mobilize evidence for strengthening bilingual and multilingual education systems in Côte d’Ivoire, the Democratic Republic of Congo, and Senegal. Through mixed-methods research, the project, funded by The Global Partnership for Education’s Knowledge and Innovation Exchange (KIX), explored the optimal timing for transitioning to French from mother-tongue instruction and examined the language practices, perceived costs, and successes of different multilingual education models.

The study sampled approximately 70 schools per country, surveying around 1,680 students in Grades 2 and 4—the critical years when the medium of instruction shifts to French. Researchers gathered quantitative data on students’ language and literacy skills and conducted interviews with school management, teachers, students, parents, and government officials to capture qualitative insights into attitudes and practices.

Key findings revealed that many students were monolingual and lacked proficiency in French, despite it being the official language of instruction in countries like Senegal. The research identified a threshold in mother-tongue decoding skills, beyond which students were more likely to succeed in learning French. This underscores the importance of building strong literacy foundations in the mother tongue before transitioning to French.

The study recommended nuanced policy changes, including extending the duration of mother-tongue instruction, integrating bilingual teaching practices, and equipping teachers with professional development in multilingual pedagogy. Advocacy efforts with parents, teachers, and community members were also highlighted as crucial for fostering acceptance of local languages in education.

Unlocking Potential Through Multilingual Education

By investing in evidence-based approaches to bilingual and multilingual education, this initiative aims to address persistent literacy challenges in Francophone Africa. Strengthening mother-tongue instruction and carefully managing transitions to French can unlock the potential of millions of children, empowering them to succeed academically and socially. This research provides a pathway for more inclusive and effective education systems, contributing to stronger societies across the region.

Tailored instruction and teacher training are critical to improving learning outcomes in francophone Africa. Premature introduction of additional languages of instruction can be detrimental to not only students’ language proficiency but also to educational and employment outcomes and longer-term socioeconomic mobility.

To learn more about Dalberg Research’s education projects, please contact Jasper: