Promoting the use of local languages in Senegalese schools to strengthen students’ linguistic skills: Improving girls’ opportunities in the classroom

The education system in some Sub-Saharan countries offers a language inherited from colonialism as the unique medium of instruction (MoI). This means that children receive lessons in a language in which they are not fluent, despite their proficiency in the local language (L1). In Senegal, French (L2) is the only medium of instruction, leading to limited transfer of language skills, poor language proficiency, inadequate comprehension, and, therefore, school failure. This question concerns girls especially due to the gender gap in education. The present study explores this issue in primary and secondary schools in rural Senegal. The central focus is on the impact of the language of tests (L1 or L2) on academic performance. For that purpose, a test consisting of three mathematics problem-solving tasks was given to students in grades 3, 6, and 10, comprising 140 girls and 139 boys. They were divided into an experimental group if they took the test in Sereer (grades 3 and 6) or Joola (grade 10), and into a control group if they took the test in French. Although students had never been schooled in a local language, those who received the test in their L1 obtained the best results, with a particular significance for girls. The present study also explores Cummins’ (1979) theories of language acquisition, indicating that girls may take advantage from promoting the transfer of language skills in the classroom, thus contributing to reach gender equity. The results suggest that using local languages in the education system of Sub-Saharan countries where the former colonial language is the only MoI could improve the quality of an African education and bridge the gap between girls and boys. This approach may help students develop and strengthen their linguistic skills for transferring them to the L2 before it becomes also MoI.