This reading group meeting focused on the following article:
We discussed at length which language(s) should be used as the language of instruction. Overall, the use of English, particularly during early stages of schooling, was considered to be inadequate for most Gambian children who have no or extremely limited proficiency in this foreign language. Some suggested that two of the national languages, namely Mandinka and Olof, could be used as languages of instruction since the majority of the population can speak these two languages. However, one of the participants suggested that Pulaar should be added to this list since there were a sizeable proportion of Gambians who do not speak either Mandinka or Olof. The use of other national languages was also discussed in reference to positions according to which all children should have access to education in the language they know best.
Regarding the use of national languages as languages of instruction, one of the participants suggested that it might be challenging and would take time before such policy be implemented fully. Awareness raising, if national languages were to be used as a language of instruction was presented as being critical for the success of such initiatives. This was linked to the challenges faced by the implementers of the early parallel biliteracy programme (literacy lessons in English and a national language are supposed to be available to all Grade 1 to Grade 3 children in The Gambia since 2015). Indeed, many teachers have found the teaching of the national language literacy lessons challenging because, for example, of parents’ limited awareness of the importance of teaching national languages. Other challenges such as lack of resources and issues with training were also mentioned and it was considered that lessons could be learnt form this programme if it was decided that national languages should be used as languages of instruction.