The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme.

This article assesses the extent to which children's language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures.

Home-based learning during school closure in Singapore: perceptions from the language classrooms.

The outbreak of the COVID-19 pandemic in Singapore has resulted in the adoption of home-based learning (similar to remote or distance learning' worldwide) due to periodic school closures in Singapore. The media and academia have diverse views on the effectiveness of this alternative mode of education. This study draws data from teachers' interviews and students' focus group discussions of an ongoing large-scale baseline study on mother tongue education to reveal teachers' and students' perceptions of home-based learning. Findings showed that the participating teachers generally mimicked physical lessons online during home-based learning, and they faced difficulties in monitoring students' tasks online. Though students enjoyed the freedom of doing their learning tasks at their own pace, they were concerned with the lack of teachers' support and the social-emotional support from peers. With the feedback and reflections from teachers and students, it was observed that despite the availability of technology and online infrastructure, teachers need readiness for transiting between physical teaching and online instruction, whereas students need readiness for self-directed learning. From students' feedback, it was also noted that parents need readiness for educational technology and support for their children. To better prepare teachers, students, and parents for home-based learning, it is recommended that the developers provide more dedicated resources that take into consideration the different characteristics (e.g. orthography) of each language subject. Parents should also assume a greater role in monitoring their children's learning on behalf of the teachers for better effect in home-based learning.