Teacher Knowledge, Skills, and Attitudes Related to Literacy and Language that Influence Early Grade Literacy Outcomes in Sub-Saharan Africa
The United States Agency for International Development (USAID) continues to put significant investment and effort into improving early grade literacy in sub-Saharan Africa and recognizes the need to examine critical issues on teacher effectiveness for early grade reading. This report responds to that need. Its objective is to examine and synthesize the literature base on the relationship between teacher knowledge, skills, and attitudes (KSA) regarding language of instruction (LOI) and early grade reading outcomes in multilingual contexts in sub-Saharan Africa. The report aims to better understand the challenges in language policy planning and implementation, as well as to provide recommendations and identify research gaps. This framework report lays the groundwork for future USAID research activities in issues related to teachers and LOI in early grade reading.
Specifically, the report examines three primary topics:
- Teachers’ Language and Literacy Skills
- Teacher Pedagogical Knowledge and Skills
- Teachers’ Attitudes and Beliefs Towards Local Language Instruction