Mother-tongue-mediated teaching and learning in primary education in Mali: exploring the policy-action maze through a translanguaging pedagogy perspective

Abstract

In many educational contexts, people’s own language is kept out of school walls and bartered for another. This work is part of decolonization and postcolonialism dynamics, specifically through the empowerment attempt of mother tongues in education. Translanguaging, a state-of-the-art, multidisciplinary theory related to bilingualism and multilingualism, assisted in framing this work, especially translanguaging pedagogy. Our qualitative study aimed to explore the challenges of incorporating local languages, especially Bamanankan, into primary education in Mali. To investigate the phenomenon, we conducted in-depth interviews and focus group discussions with 16 Malian primary teachers. It was found that mother-tongue-mediated instruction – as teachers perceive it – helps learners learn faster and increases their motivation and engagement. Teachers also believe that L1-driven pedagogy can guarantee quality instruction and preserve a country’s linguistic and socio-cultural identity in education. Moreover, our study identified several factors impeding the use of African languages like Bamanankan in instruction, as synthesized from teachers’ experiences. These included society’s fear of L1 integration in education due to previous unsuccessful attempts, poorly prepared languages like Bamanankan for academic and classroom usage, blurred policy, and paucity of teachers’ training. Using translanguaging pedagogy, we developed a policy-action framework in an attempt to improve sustainably L1-mediated learning for primary graders grounded in teachers’ opinions. The identification of a robust LoI policy, availability of resources, teachers’ high-quality training, and collaborative work among key actors – as per teachers’ view – can leverage mother-tongue-based schooling and society’s culture in education.

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