Abstract
By analyzing data from 56 countries and conducting a qualitative analysis of the cases of Singapore and Burundi, this study identifies a compelling link between Learning Poverty and linguistic discordance—showing a pronounced positive correlation between lower country-level literacy outcomes and higher misalignment between students' home language and the language of instruction at school. Critically, this comparative study reveals this correlation as most pronounced in middle-income countries and demonstrates the need to attend carefully to local contexts. Findings call for prioritizing research and policy attention to language of instruction and linguistic discordance globally toward achieving basic education for all.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.