Transition to English Study Final Report

The study began in 2017 and concluded in 2019. The program aimed to improve pupil reading proficiency by transitioning from Hausa to English as the language of instruction. The study employed a mixed-methods approach, combining both quantitative and qualitative data collection and analysis methods. The quantitative data were collected through the Early Grade Reading Assessment (EGRA), which measured pupil reading proficiency in Hausa and English. The qualitative data were collected through classroom observations, teacher questionnaires, and reading assessments. The EGRA results showed that pupil reading proficiency in Hausa improved significantly over the course of the study, with a 27% increase in Hausa reading comprehension scores. However, the results also showed that pupil reading proficiency in English remained low, with only 22% of pupils able to read English at the end of primary 2. The classroom observations revealed that teachers used a combination of Hausa and English in their instruction, with 73% of teachers using Hausa as the primary language of instruction. The observations also showed that pupils used a combination of Hausa and English in their reading activities, with 60% of pupils reading in Hausa and 40% reading in English. The teacher questionnaires and reading assessments revealed that teachers had varying levels of proficiency in English, with 40% of teachers able to read English fluently. The assessments also showed that teachers used a range of instructional strategies to support pupil reading proficiency, including phonics, sight word recognition, and comprehension strategies. The study's findings have significant implications for education policy and practice in Hausa-speaking states of Nigeria. The results suggest that the Transition to English Study program has been effective in improving pupil reading proficiency in Hausa, but that more needs to be done to improve pupil reading proficiency in English. The study's findings also highlight the importance of teacher training and support in improving pupil reading proficiency. The study's recommendations include providing additional training and support to teachers to improve their proficiency in English, as well as providing more resources and support to pupils to improve their reading proficiency in English. The study also recommends that education policymakers consider the use of bilingual education programs that incorporate both Hausa and English as languages of instruction. The study's findings and recommendations have the potential to inform education policy and practice in Hausa-speaking states of Nigeria, and to contribute to the broader goal of improving education outcomes for pupils in these states.