Mother-tongue-mediated teaching and learning in primary education in Mali: exploring the policy-action maze through a translanguaging pedagogy perspective.
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| Title: | Mother-tongue-mediated teaching and learning in primary education in Mali: exploring the policy-action maze through a translanguaging pedagogy perspective. |
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| Authors: | Ouattara, Cheick Amadou Tidiane1 (AUTHOR), Tang, Ying2 (AUTHOR) yingtang@swu.edu.cn, Luo, Shengquan2 (AUTHOR), Diallo, Boubacar Samba3 (AUTHOR), Okagbue, Ekene Francis3 (AUTHOR), Loum, Otto James Alfred2 (AUTHOR) |
| Source: | International Multilingual Research Journal. Apr-Jun2026, Vol. 20 Issue 2, p101-116. 16p. |
| Subject Terms: | *Native language instruction, *Teacher training, *Multilingual education, *Educators, *Culturally relevant education, *Language planning, *Language & languages |
| Geographic Terms: | Mali |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Multilingual Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192503632 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mother-tongue-mediated teaching and learning in primary education in Mali: exploring the policy-action maze through a translanguaging pedagogy perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ouattara%2C+Cheick+Amadou+Tidiane%22">Ouattara, Cheick Amadou Tidiane</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tang%2C+Ying%22">Tang, Ying</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> yingtang@swu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Luo%2C+Shengquan%22">Luo, Shengquan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Diallo%2C+Boubacar+Samba%22">Diallo, Boubacar Samba</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Okagbue%2C+Ekene+Francis%22">Okagbue, Ekene Francis</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Loum%2C+Otto+James+Alfred%22">Loum, Otto James Alfred</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Multilingual+Research+Journal%22">International Multilingual Research Journal</searchLink>. Apr-Jun2026, Vol. 20 Issue 2, p101-116. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Native+language+instruction%22">Native language instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+planning%22">Language planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Mali%22">Mali</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Multilingual Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/19313152.2025.2495438 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 101 Subjects: – SubjectFull: Native language instruction Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Multilingual education Type: general – SubjectFull: Educators Type: general – SubjectFull: Culturally relevant education Type: general – SubjectFull: Language planning Type: general – SubjectFull: Language & languages Type: general – SubjectFull: Mali Type: general Titles: – TitleFull: Mother-tongue-mediated teaching and learning in primary education in Mali: exploring the policy-action maze through a translanguaging pedagogy perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ouattara, Cheick Amadou Tidiane – PersonEntity: Name: NameFull: Tang, Ying – PersonEntity: Name: NameFull: Luo, Shengquan – PersonEntity: Name: NameFull: Diallo, Boubacar Samba – PersonEntity: Name: NameFull: Okagbue, Ekene Francis – PersonEntity: Name: NameFull: Loum, Otto James Alfred IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 19313152 Numbering: – Type: volume Value: 20 – Type: issue Value: 2 Titles: – TitleFull: International Multilingual Research Journal Type: main |
| ResultId | 1 |
