Educational Outcomes

For every 1 microg/dL increase in blood lead concentration, there was a 0.7-point decrement in mean arithmetic scores, an approximately 1-point decrement in mean reading scores, a 0.1-point decrement in mean scores on a measure of nonverbal reasoning, and a 0.5-point decrement in mean scores on a measure of short-term memory. (Lanphear, et al., 2000)
Exposure to lead causes lower school performance, and a lifetime of follow-on consequences for job opportunities and earning potential. Removing lead from the environment increases test scores significantly in both reading and math.

Education in a second language causes lower school performance, and a lifetime of follow-on consequences for job opportunities and earning potential. Teaching in a familiar language increases test scores significantly in both reading and math.

Study after study shows that children learn much better when taught in their own language. This is true at all levels. Whether the subject is reading or science, students are much faster at grasping concepts in a language they already understand. Foreign languages, which include the colonial souvenir languages used in government, are learned best as subjects for study; you take classes to learn English or French, but you don't use those languages as your entryway to business or chemistry. Yet, in much of Africa, classes are conducted mostly in the foreign languages starting as early as the first day of primary school, and usually by the beginning of secondary school. Quite often, neither the teacher nor the student is proficient in the language of instruction. The result is that students don't understand what the teacher is saying, don't feel comfortable asking or answering ❓ questions, and do not move up to higher levels. (For much greater analysis, we recommend reading Optimising Learning, Education and Publishing in Africa: The Language Factor.) Imagine what it would be like to walk into a school where you were expected to learn to read in a language you don't know. You don't know the words, you don't know the rules, you don't know the pronunciations. The teacher can drill you on the alphabet, but the words you assemble hold no meaning for you. Compare that to the 📽 video below, in which Nicole, who lives in the French part of Switzerland and speaks French among her native languages, can master reading the language - the 📃 text that you see her reading for the first time reveals meanings with which she has become familiar throughout her previous years of acquiring the language orally. As she continues through school, language will present no obstacles to her efforts to learn biology, law, or economics - unless she were forced to study all those subjects in German, instead of learning German as one of her courses. As Fredua-Kwarteng and Ahia point out in examining why Ghanaian students scored 44th out of 45 countries in a grade eight mathematics test, "countries that top-performed in the mathematics test--- Taiwan, Malaysia, Latvia, Russia- used their own language to teach and learn mathematics," while Ghanaian students took the test in their non-native English. The effect of schooling in a foreign language can be clearly seen in this video that secondary students in Zanzibar made to show why the language of their education is causing them to fail school.

One of the barriers to mother tongue education is a lack of learning resources for most non-favored languages. Books and technology tools are rare or non-existent. Neither dictionaries that can define the concepts of subject like physics or history, nor encyclopedias that can provide more extensive explanations, are available to most African students in any meaningful way. Nor, for the most part, has subject-specific terminology been developed to enable communication about school topics in students' languages. Yet, these resources have been produced for lucrative languages, and are readily available for children in wealthy countries to master their studies. Producing similar resources for hundreds of millions of children who do not speak privileged languages is a matter of applying the time and money to use our current and future tools - reducing the 👅🚪 linguistic barriers to education, 🆓 free to students, on 📱 devices accessible today to most families in Africa. /info/educational_outcomes

Kamusi GOLD

These are the languages for which we have datasets that we are actively working toward putting online. Languages that are Active for you to search are marked with "A" in the list below.

Key

•A = Active language, aligned and searchable
•c = Data 🔢 elicited through the Comparative African Word List
•d = Data from independent sources that Kamusi participants align playing 🐥📊 DUCKS
•e = Data from the 🎮 games you can play on 😂🌎🤖 EmojiWorldBot
•P = Pending language, data in queue for alignment
•w = Data from 🔠🕸 WordNet teams

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The Kamusi Project dictionaries and the Kamusi Project databases are intellectual property protected by international copyright law, ©2007 through ©2016, under the joint ownership of Kamusi Project International and Kamusi Project USA. Further explanation may be found on our © Copyright page.

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Our biggest struggle is keeping Kamusi online and keeping it free. We cannot charge money for our services because that would block access to the very people we most want to benefit, the students and speakers of languages around the world that are almost always excluded from information technology. So, we ask, request, beseech, beg you, to please support our work by donating as generously as you can to help build and maintain this unique public resource.

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To keep Kamusi growing as a "free" knowledge resource for the world's languages, we need major contributions from philanthropists and organizations. Do you have any connections with a generous person, corporation, foundation, or family office that might wish to make a long term impact on educational outcomes and economic opportunity for speakers of excluded languages around the world? If you can help us reach out to a potential 💛😇 GOLD Angel, please contact us!