Research priorities for strengthening multilingual education in sub-Saharan Africa

Research indicates a frequent disconnect between the theory, policy and practice of language transition during basic education. Sociolinguistic theory supports the purposeful use of learners’ familiar language (L1) after a new language of learning and teaching (L2) is introduced. In contrast, language transition policies usually follow a monoglossic logic, whereby L2 replaces L1 as the sole language of learning and teaching from the point of transition. These contradictions collide in classroom practice, which becomes a site for pragmatic, situated innovation in multilingual approaches. While it is imperative that policy better aligns with educational theory and enables multilingual pedagogy, researchers are criticised for over-simplifying and narrowing options. We argue for a more expansive perspective on multilingual pedagogy and related policy options. Focusing on education systems where transition to using an international/European language occurs in upper primary or lower secondary, we identify three examples of multilingual pedagogy practised in African contexts: pedagogical translanguaging, language supportive pedagogy and genre-based pedagogy. We describe each in turn, discussing the role of teachers and researchers in their development. We conclude by drawing out priorities for research on extending the use of familiar languages in basic education and bridging the gap between theory, policy and practice.