Language, Education & Inclusion: Empowering Every Learner in SSA
Language shapes who gets to learn and how well they thrive. In Sub-Saharan Africa’s richly multilingual context, using mother tongue or community languages as the language of learning and teaching helps create inclusive classrooms, improves foundational learning, and supports smoother pathways to additional languages like English without sacrificing equity.
Why It’s Important
Language sits at the center of inclusive, equitable education. When instruction happens in a language children don’t understand, learning slows, repetition and dropout rise, and inequality widens—especially across gender, geography, and poverty lines. Grounding policy and classroom practice in local realities and evidence leads to better learning outcomes and stronger, more cohesive societies.
Key Numbers & Facts
- 2,000+ languages are spoken across Sub-Saharan Africa.
- 5 SDGs directly linked: SDG 4 (quality education), 5 (gender equality), 8 (decent work & growth), 10 (reduced inequalities), 16 (peace, justice, strong institutions).
- 1 core global measure to watch: SDG indicator 4.5.2 (share of learners whose first/home language is used as the language of instruction).
- Dual-language systems are common: early learning in local language, transitioning later to English/French/Portuguese—transitions need careful planning to avoid learning loss.
What the Conference Covers
Evidence-based approaches to language-responsive education across the system—curriculum and materials, teaching (including initial teacher education), assessment, technology’s role, transitions between languages, and strategies for challenging contexts.
Who Will Be There
Senior government officials and agencies, school leaders and middle-tier officials, teachers and teacher educators, development partners, and researchers working on language and education in SSA.
Expected Outcomes
Clearer, shared understanding of language as a system-wide driver of inclusion; stronger partnerships; practical recommendations on bilingual classroom practice and well-managed transitions; and ongoing teacher language development and pedagogical support.