Impact of Language of Instruction on Academic Performance: A Bibliometric Review
Lazaro A. Kisumbe, Mashala L. Yusuph & Wakara I. Nyabakora
The Local Government Training Institute, Dodoma, Tanzania
https://orcid.org/0000-0003-2324-7906
Email: wnyabakora@gmail.com
Abstract: The “role of language in education” has been a focal point of scholarly inquiry for decades, with “increasing attention” given to “the relationship between the language of instruction” and student performance. This bibliometric review offers an in-depth analysis of the influence of “the language of instruction on learners’ academic performance.” By systematically reviewing existing literature using data from the Scopus database and VOSviewer software, the study identifies major research themes, prominent authors, sources, countries, and emerging trends in the field. The research questions are: What is the trajectory of study productivity progress in the influence of LoI on learners’ academic achievements? How can the current intellectual framework of the influence of LoI on learners’ academic achievements literature be characterized? What are the primary areas of focus within the influence of LoI on learners’ academic achievements? What is the extent of influence of key “contributors” in the influence of LoI on learners’ academic achievements? The findings highlight instructional language’s intricate and multidimensional impact on cognitive growth, academic achievement, and workforce preparedness. The language of instruction plays a crucial role in skill development, with important implications for education and policy. Addressing existing research gaps and limitations will enhance understanding of this complex relationship, enabling the development of more effective instructional strategies and policies that support optimal skill acquisition and cognitive growth. Nevertheless, research gaps have emerged due to the recent nature of the words and their continued presence in the current period. This will help researchers understand their implications across past, present, and future contexts.
