低收入和中等收入国家学校的教学语言：一项系统综述。
Language of instruction in schools in low- and middle-income countries: A systematic review.
作者信息
Nakamura Pooja, Molotsky Adria, Zarzur Rosa Castro, Ranjit Varsha, Haddad Yasmina, De Hoop Thomas
机构信息
International Development Division American Institutes for Research Arlington Virginia USA.
出版信息
Campbell Syst Rev. 2023 Oct 3;19(4):e1351. doi: 10.1002/cl2.1351. eCollection 2023 Dec.
Based on the theory of change, we gather, organize, and synthesize the evidence on the impact of three language of instruction (LOI) choices (teaching in mother tongue [MT] with later transition, teaching in a non-MT language, or teaching in two or more languages at one time) on literacy and biliteracy outcomes. We focus on quantitative and qualitative studies of LOI interventions in low- and middle-income countries (LMICs) and consider languages that are commonly spoken in the developing world. As such, we include studies that examine transfers from local languages to English, but not those evaluating transfers from local languages to languages that are less spoken in LMICs (e.g., Swedish).
基于变革理论，我们收集、整理并综合了关于三种教学语言选择（母语教学[MT]并随后过渡、非母语语言教学或同时使用两种或更多语言教学）对读写能力和双语能力成果影响的证据。我们专注于对低收入和中等收入国家（LMICs）教学语言干预的定量和定性研究，并考虑发展中世界常用的语言。因此，我们纳入了研究从当地语言向英语的转换，但不包括评估从当地语言向低收入和中等收入国家较少使用的语言（如瑞典语）转换的研究。
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