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It is vital to use home languages as the medium of instruction for promoting inclusion and ensuring the quality of education. Instruction through home languages for up to six or eight years, alongside the introduction of a second one, initially as a subject, and later as a parallel medium of instruction, accelerates learning and helps prevent knowledge gaps. Incorporating children’s first language into formal instruction supports self-esteem and confidence, reducing grade repetition and dropout rates.

But despite countries’ growing understanding of the role of home language, policy uptake remains limited. Implementation challenges include limited teacher capacity to use home languages, unavailability of materials in home languages and community opposition.