LANGUAGE OF INSTRUCTION AND TRANSITION IN EDUCATION SYSTEMS (LITES): KENYA FINAL REPORT

Apart from the evidence supporting home language or familiar language programs and policies in the early grades, there is limited evidence from low- and middle-income countries (LMICs) regarding how to design and implement a strong language of instruction (LOI) transition policy and the various factors that enable or impede the success of these efforts. The Language of Instruction Transition in Education Systems (LITES) study helps fill this knowledge gap by generating empirical evidence regarding factors that contribute to the success of LOI transitions for learners’ second language (L2) literacy skills in a cross-country study in Kenya, Mozambique, the Philippines, Senegal, Mali and Rwanda. Evidence generated from this study provides insights to improve bilingual and multilingual education in low-resource settings. This report presents the results of the study from Kenya.