ꪄ
Barbara Trudell and
Diane Dekker,
editors
Good Answers to Tough Questions
in L1-based Multilingual Education
Volume 2
, Good Answers to Tough Questions in L1-based
Multilingual Education
Volume 2
Editors
Barbara Trudell and Diane Dekker
This volume is published by SIL International’s
Literacy and Multilingual Education Department
©2023 SIL International®
This work is licensed under the Creative Commons Attribution 4.0 International License.
Cover photos ©2023 SIL International®
, Contents
Introduction 1
Barbara Trudell
1 What strategies can be used to assist language-in-education policy makers to promote
policies that support the use of non-dominant languages in education? 2
Kimmo Kosonen and Kirk R. Person
2 What does school language mapping contribute to effective MLE programming? 11
Manasseh Wekundah
3 How can current reading methods be adapted for use with under-represented
orthographies? 20
Rudy Klaas
4 How can teachers in the Global South who speak the dominant language be supported
to leverage students’ whole linguistic repertoire, including non-dominant home
languages? 25
Sangsok Son
5 What does effective bridging look like? 33
Leila Schroeder
6 What are the best uses of supplementary materials in an MLE reading program? 44
Kristine M. Trammell
7 How can digital devices be incorporated into MLE classrooms to enhance literacy
outcomes? 52
Aaron Hemphill and Christy Hemphill
8 How can L1 language of instruction strategies be used most effectively in early
childhood education? 59
James A. Smith and Karla J. Smith
9 How can L1 language of instruction strategies support education in emergency
contexts? 67
Barbara Trudell
, Introduction
Barbara Trudell
SIL Africa Learning and Development
In 2016, SIL published the first Good Answers to Tough Questions in MTB-MLE, a volume
dedicated to providing “what works”-type responses to some of the most difficult challenges
being faced by practitioners in the field. At that time, global awareness of the power of L1-
medium learning was growing, and there were many questions about the “hows” of L1-based
MLE. In this first volume, experienced literacy and MLE consultants from across the globe
provided a set of practical responses to some of the most pressing questions of the time.
Seven years later, governments, NGOs, and local communities around the world are
developing local languages as languages of instruction and initial literacy for a range of
learners, while also ensuring that local culture is well represented in curricular and material
resources. United Nations agencies, the World Bank, bilateral donors, and others are focusing
attention on “inclusive and equitable quality education” (SDG #4) for all learners, through the
provision of classroom instruction in local languages—as well as official languages—to increase
learning and comprehension. This increased focus on local languages has resulted in positive
changes in policy and implementation of L1-based multilingual education in many countries
around the world.
However, the “tough questions” have also changed somewhat over time. So, this second
volume of Good Answers to Tough Questions addresses new issues and questions related to the
implementation of local language-medium multilingual education programming. In this volume
we explore some of the more recent questions related to policy, school language mapping,
orthographic challenges, digital tools for learning, early childhood education, education in
emergencies, and more.
These practical suggestions are intended to facilitate and strengthen the implementation of
L1-based MLE programs as they are being developed around the world today. We hope our
“good answers” are helpful!
1
Barbara Trudell and
Diane Dekker,
editors
Good Answers to Tough Questions
in L1-based Multilingual Education
Volume 2
, Good Answers to Tough Questions in L1-based
Multilingual Education
Volume 2
Editors
Barbara Trudell and Diane Dekker
This volume is published by SIL International’s
Literacy and Multilingual Education Department
©2023 SIL International®
This work is licensed under the Creative Commons Attribution 4.0 International License.
Cover photos ©2023 SIL International®
, Contents
Introduction 1
Barbara Trudell
1 What strategies can be used to assist language-in-education policy makers to promote
policies that support the use of non-dominant languages in education? 2
Kimmo Kosonen and Kirk R. Person
2 What does school language mapping contribute to effective MLE programming? 11
Manasseh Wekundah
3 How can current reading methods be adapted for use with under-represented
orthographies? 20
Rudy Klaas
4 How can teachers in the Global South who speak the dominant language be supported
to leverage students’ whole linguistic repertoire, including non-dominant home
languages? 25
Sangsok Son
5 What does effective bridging look like? 33
Leila Schroeder
6 What are the best uses of supplementary materials in an MLE reading program? 44
Kristine M. Trammell
7 How can digital devices be incorporated into MLE classrooms to enhance literacy
outcomes? 52
Aaron Hemphill and Christy Hemphill
8 How can L1 language of instruction strategies be used most effectively in early
childhood education? 59
James A. Smith and Karla J. Smith
9 How can L1 language of instruction strategies support education in emergency
contexts? 67
Barbara Trudell
, Introduction
Barbara Trudell
SIL Africa Learning and Development
In 2016, SIL published the first Good Answers to Tough Questions in MTB-MLE, a volume
dedicated to providing “what works”-type responses to some of the most difficult challenges
being faced by practitioners in the field. At that time, global awareness of the power of L1-
medium learning was growing, and there were many questions about the “hows” of L1-based
MLE. In this first volume, experienced literacy and MLE consultants from across the globe
provided a set of practical responses to some of the most pressing questions of the time.
Seven years later, governments, NGOs, and local communities around the world are
developing local languages as languages of instruction and initial literacy for a range of
learners, while also ensuring that local culture is well represented in curricular and material
resources. United Nations agencies, the World Bank, bilateral donors, and others are focusing
attention on “inclusive and equitable quality education” (SDG #4) for all learners, through the
provision of classroom instruction in local languages—as well as official languages—to increase
learning and comprehension. This increased focus on local languages has resulted in positive
changes in policy and implementation of L1-based multilingual education in many countries
around the world.
However, the “tough questions” have also changed somewhat over time. So, this second
volume of Good Answers to Tough Questions addresses new issues and questions related to the
implementation of local language-medium multilingual education programming. In this volume
we explore some of the more recent questions related to policy, school language mapping,
orthographic challenges, digital tools for learning, early childhood education, education in
emergencies, and more.
These practical suggestions are intended to facilitate and strengthen the implementation of
L1-based MLE programs as they are being developed around the world today. We hope our
“good answers” are helpful!
1
