2 EMEGen research

English is considered to be more prestigious and demanding than local language education, and sometimes English is more expensive than local language education.

English is associated with higher levels of study, travel abroad for study or work and professional employment, as this parent and student from different parts of the world explain:

Whatever one wants to be, engineer or doctor, they need English.

(Parent of male student, Nepal)

English will help me in my university education because that is the language used for teaching and communication in the university.

(Male student, Nigeria)

National and local languages are considered to be more appropriate for learners who are expected to work in or near the home, not continue to further education, or not travel out of the community.

National and local languages are seen as more valuable for learners who are expected to take government or community jobs, or to become homemakers, as this district official and parent note:

Many girls want to do well in public service commission examinations, and they will need [our national language] or that purpose.

(Policymaker in Nepal)

The role of education for my son’s and daughter’s future can be different; because for my daughter, her education is going to be useful to her after her marriage […] She can take care of her children and husband properly.

(Parent in Nigeria)

Home languages are also significant in feelings of identity, connection and belonging, cultural knowledge, and participation in family and communal life – areas which can be seen as the responsibility of girls and women:

In the Hausa-medium school the child will learn about her culture and give importance to it. She will also learn a lot about her language, unlike in an English-medium school.

(Parent of female student in Hausa Medium school, Nigeria)

[My] mother tongue helps to express feeling with my mother and other relatives.

(Female student, English Medium school, Nepal)

English can perpetuate inequalities in strongly gendered societies, where girls are not encouraged to continue in education, achieve well, or pursue higher education and careers. Where English medium schools are fee-paying and better-resourced, boys are over-represented.

Where girls study local languages and boys study English, some employment sectors become gender and language segregated. English can also be a barrier to learning for linguistic minority students, who must use a national or local language plus English as second and third languages for learning.

Learning and using English can exclude girls and boys from marginalised communities who may face barriers to education, or to certain jobs or roles in society.

With the EMEGen research in mind, now go to your activities.