Networking for additive multilingual education in SSA

A prerequisite for learning is that instructions and other activities take place in a language you understand.

This may seem self-evident, but fact remains that a majority of learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with.

Frequently, the role of the home languages in supporting learning the classrooms has been removed - so called subtractive transitions - resulting in failures and early drop-outs.

According to the World Bank, inadequate language of instruction policies is a major factor contributing to learning poverty in SSA. The network addresses this problem by furthering knowledge of additive multilingual education (MLE). Additive MLE maintains use of the L1 as the L2 is introduced as the language of learning and teaching.

The network brings together researchers and practitioners working in contexts in sub-Saharan Africa, where an African L1 is spoken by the majority of the population and used for at least the early years of education.The research network aims to build a regional and international community of practice connecting researchers with each other and with teachers in the field.

We want to contribute to a robust knowledge base of additive MLE praxis applicable for the SSA region, built on rigorous theory ground, proven experience, contextual inquiries and international comparisons. Activities include workshops, physical meetings, and capacity building activities for PhDs and practitioners.