Inclusive Mobile Learning: How Technology-Enabled Language Choice Supports Multilingual Students

TL;DR

This study demonstrates that offering local language options in EdTech significantly increases participation and learning outcomes among multilingual and disadvantaged students in Uganda.

Contribution

It provides empirical evidence that local language support in EdTech enhances access, engagement, and learning gains for marginalized multilingual learners.

Findings

Local language instruction increased participation among disadvantaged learners.

Learners using local language showed faster learning gains.

Final outcomes were comparable across language groups.

Abstract

Most learners worldwide are multilingual, yet implementing multilingual education remains challenging in practice. EdTech offers an opportunity to bridge this gap and expand access for linguistically diverse learners. We conducted a quasi-experiment in Uganda with 2,931 participants enrolled in a non-formal radio- and mobile-based engineering course, where learners self-selected instruction in Leb Lango (a local language), English, or a Hybrid option combining both languages. The Leb Lango version of the course was used disproportionately by learners from rural areas, those with less formal education, and those with lower prior knowledge, broadening participation among disadvantaged learners. Moreover, the availability of Leb Lango instruction was associated with higher active participation, even among learners who registered for English instruction. Although Leb Lango learners began with lower performance, they demonstrated faster learning gains and achieved comparable final examination outcomes to English and Hybrid learners. These results suggest that providing local language options to learners is an effective way to make EdTech more accessible.