Language of Assessment Matters: Early Learning Outcomes When Preschool Children Are Tested in isiXhosa Mother Tongue vs in English: The Language of Learning and Teaching
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| Title: | Language of Assessment Matters: Early Learning Outcomes When Preschool Children Are Tested in isiXhosa Mother Tongue vs in English: The Language of Learning and Teaching |
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| Language: | English |
| Authors: | Andrew Dawes (ORCID |
| Source: | South African Journal of Childhood Education. 2026 16(1). |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Preschool Education, Preschool Children, Language Usage, Tests, Native Language, African Languages, English (Second Language), Language of Instruction, Outcome Measures, Testing |
| Geographic Terms: | South Africa |
| ISSN: | 2223-7674 2223-7682 |
| Abstract: | Background: Many young children in South Africa are enrolled in early learning programmes (ELPs) that use a different language of learning and teaching (LOLT) from their mother tongue. In which language should they be assessed? Aim: To investigate the effect of the language of testing on Early Learning Outcomes Measure 4&5 (ELOM 4&5) performance. Setting: Preschool Programmes. Methods: The nationally standardised ELOM 4&5 was administered to isiXhosa-speaking children (39 boys and 46 girls) attending English LOLT programmes (mean age = 62.12 months; standard deviation[sd] = 4.36). The language of assessment order was counterbalanced (English first and isiXhosa second or vice versa). A mixed linear model with fixed and random effects was fitted with ELOM 4&5 Total score at assessment time 2 in language 2 (English or isiXhosa) as the dependent variable. The model included the following predictors: ELOM 4&5 Total score in the language assessed at time 1, days between assessments, sex, age in months and ratings of Task Orientation. Results: Children performed better in isiXhosa regardless of the language of administration order. Children assessed in English first performed better when tested in isiXhosa second. Conclusion: Early Learning Outcomes Measure 4&5 test scores of English LOLT isiXhosa-speaking children in ELPs are likely to be more valid indicators of their ability when children are tested in their mother tongue language. Contribution: This first South African study to investigate the effects of language of test administration on ELOM 4&5 performance in children attending English LOLT programmes indicates that isiXhosa speakers should be assessed in their mother tongue as required by the national home language assessment policy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501332 |
| Database: | ERIC |
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