Language-In-Education policy and academic performance of students: the cases of Tanzania, Nigeria and Mozambique

Abstract

This dissertation examines the impact of language-in education (LIE) policies in post-colonial contexts on the academic performance of students, focusing on Tanzania, Nigeria, and Mozambique. Using a comparative framework and situated within critical theory, the research identifies similarities and differences within each case, points out explanatory factors involved in shaping language policies in these countries. Factors such as language choices, government positions, resource constraints, and teacher training were considered, providing a comprehensive analysis of language policy formation and its impact on student success.

The findings emphasize the need to address teacher and student challenges, promote the use of native languages for students in both primary and secondary education, preserve linguistic diversity, and consider the standardization of indigenous languages. The research underscores the importance of tailored LIE policies, involving key stakeholders in decision-making processes, expanding the use of mother tongue or familiar languages in education, and monitoring policy implementation through regular evaluation. Future researchers are encouraged to consider the context specific nature of LIE policies and conduct cross-country comparisons with attention to unique dynamics.