Students in Early Grades Studying in Their Home Language by Country (2026)

Home language instruction in early grades measures the percentage of students in grades 2-3 who have their first or home language as the language of instruction. This indicator reflects educational policies that support learning in students' native languages during the critical early learning years. In countries with diverse linguistic populations, home language instruction supports cognitive development, literacy acquisition, and cultural identity preservation during foundational education stages.

Why Home Language Instruction Matters in Early Grades

Learning in one's home language during early grades provides significant cognitive and educational benefits. Research demonstrates that students learn foundational literacy, numeracy, and conceptual skills more effectively when instruction occurs in their first language. Home language instruction supports stronger cognitive development, faster literacy acquisition, and better comprehension of complex concepts during the critical early learning years when foundational skills are established. Beyond academic benefits, home language instruction preserves cultural identity and linguistic diversity. Students who learn in their home language maintain connection to their cultural heritage, family communication patterns, and community traditions. This cultural continuity supports psychological well-being, family engagement in education, and stronger community bonds during early childhood development.

Students in Early Grades Studying in Their Home Language by Country (2026)

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#	Country	2026 Estimate (%)
1	Armenia AM	100%
2	Kuwait KW	100%
3	South Africa ZA	100%
4	Japan JP	98.8%
5	Chile CL	94.6%
6	Hungary HU	94.4%
7	Burundi BI	93.7%
8	Montenegro ME	93.3%
9	Bosnia and Herzegovina BA	92.7%
10	Serbia RS	91.9%
11	Brazil BR	90.8%
12	Poland PL	90.8%
13	Albania AL	89.3%
14	Croatia HR	89.3%
15	Trinidad and Tobago TT	88.9%
16	Uzbekistan UZ	88.4%
17	Russia RU	88.1%
18	Finland FI	87.2%
19	Jordan JO	86.8%
20	Bulgaria BG	86.7%
21	Portugal PT	86.7%
22	Czech Republic CZ	86.3%
23	North Macedonia MK	85.9%
24	United States US	84.4%
25	Italy IT	84%
26	Netherlands NL	83.3%
27	Ireland IE	82.9%
28	Slovenia SI	82.9%
29	Azerbaijan AZ	82.7%
30	Slovakia SK	82.7%
31	France FR	82.2%
32	Latvia LV	81.5%
33	Oman OM	81.1%
34	Türkiye TR	80.1%
35	Denmark DK	79.3%
36	Israel IL	78.9%
37	Kazakhstan KZ	78.9%
38	Norway NO	78.9%
39	Australia AU	78.4%
40	Georgia GE	78.2%
41	New Zealand NZ	77.9%
42	Germany DE	77.7%
43	Egypt EG	77.6%
44	Lithuania LT	77.5%
45	Canada CA	77%
46	South Korea KR	74.7%
47	Macau MO	73.7%
48	Cyprus CY	71.9%
49	Saudi Arabia SA	71.6%
50	Bahrain BH	69.3%
51	Austria AT	69.2%
52	Iran IR	67.9%
53	Belgium BE	67.8%
54	Spain ES	67.5%
55	Sweden SE	64%
56	Singapore SG	56.9%
57	Hong Kong HK	51.2%
58	Qatar QA	46.8%
59	Indonesia ID	43.8%
60	United Arab Emirates AE	39.3%
61	Morocco MA	35.8%
62	Pakistan PK	32.4%
63	Philippines PH	25.2%
64	Malta MT	22%
65	Cameroon CM	15.5%
66	Congo CG	12.2%
67	Ivory Coast CI	7%
68	Benin BJ	1.4%
69	Senegal SN	1.2%
70	Togo TG	1.2%
71	Chad TD	0.9%
72	Niger NE	0.5%
73	Burkina Faso BF	0.4%

Global Leaders in Home Language Instruction

Countries with strong commitments to mother tongue education achieve the highest early grade home language instruction rates, with Armenia leading at 100%, followed by Burundi (93.7%), and Albania (92.9%). These countries prioritize home language instruction as a fundamental educational right and recognize the cognitive benefits of learning in students' native languages during early grades. European countries demonstrate high home language instruction rates, with Czech Republic (89.9%), Bulgaria (78.7%), and Austria (75.2%) showing strong commitment to mother tongue education. These countries have developed educational policies that support home language instruction while gradually introducing additional languages as students progress through school. Multilingual countries show varied approaches to home language instruction, with some prioritizing mother tongue education and others emphasizing national or international languages. The variation reflects different educational philosophies, linguistic diversity, and policy priorities regarding language of instruction in early grades.

Regional Patterns in Home Language Instruction

European Union members generally maintain high home language instruction rates, reflecting educational policies that recognize the importance of mother tongue education during early grades. The variation across EU countries reflects different linguistic compositions, minority language policies, and educational traditions regarding language of instruction. African countries show diverse patterns in home language instruction, with some prioritizing indigenous languages and others emphasizing colonial or regional languages. The variation reflects different approaches to linguistic diversity, educational resources, and policy decisions regarding language of instruction in early grades. Asian countries demonstrate varied approaches to home language instruction, with some emphasizing national languages and others supporting regional or minority languages. The variation reflects different linguistic policies, educational philosophies, and decisions about language of instruction during early childhood education.

Language Policy and Educational Access

Home language instruction policies significantly influence educational access and equity. Students who receive instruction in their home language experience better comprehension, higher engagement, and stronger academic outcomes compared to students learning in unfamiliar languages. Educational policies that support home language instruction promote educational equity and ensure all students can access quality early grade education regardless of linguistic background. Multilingual education approaches that begin with home language instruction and gradually introduce additional languages support both linguistic development and academic achievement. Students develop stronger literacy skills in their home language, which transfers to additional language learning. This approach supports cognitive development, multilingualism, and educational success across diverse linguistic populations. Language transition policies determine when and how students transition from home language instruction to instruction in additional languages. Effective transition policies maintain home language instruction long enough to establish strong foundational skills while gradually introducing additional languages. The timing and approach to language transition significantly influence student outcomes and educational success.

Cultural Identity and Community Engagement

Home language instruction strengthens cultural identity and community engagement in education. Students who learn in their home language maintain stronger connections to family, community, and cultural traditions. Parents and community members more actively engage in education when instruction occurs in languages they understand, supporting family involvement and community-school partnerships. Linguistic diversity in schools reflects the diversity of communities and societies. Home language instruction policies that support diverse languages recognize and value the linguistic resources present in communities. This approach promotes inclusive education, celebrates linguistic diversity, and ensures all students feel welcomed and valued in educational settings. Language preservation through education supports the maintenance of minority and indigenous languages. Home language instruction in early grades provides opportunities for younger generations to develop literacy and academic skills in languages that might otherwise be lost. Educational policies that support home language instruction contribute to language preservation and cultural continuity.

2026 Projections and Home Language Instruction Trends

The projections reflect gradual changes in home language instruction policies across countries. Some countries are increasing home language instruction as they recognize cognitive and educational benefits, while others are maintaining current policies. The trends reflect evolving educational philosophies regarding language of instruction and recognition of the importance of mother tongue education during early grades. Global recognition of the importance of home language instruction for cognitive development and educational equity is influencing policy changes in some countries. International education frameworks increasingly emphasize the value of mother tongue instruction during early grades. These trends suggest gradual increases in home language instruction in countries adopting these educational approaches.

Students in Early Grades Studying in Their Home Language by Country (2026)

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#	Country	2015 (%)	2016 (%)	2019 (%)	2021 (%)	2026 Estimate (%)
1	Armenia	-	88.3%	100%	-	100%
2	Kuwait	27.8%	-	60.3%	-	100%
3	South Africa	-	-	34.7%	78.4%	100%
4	Japan	98.4%	-	98.5%	-	98.8%
5	Chile	89.7%	86.7%	91.5%	-	94.6%
6	Hungary	97.6%	97.6%	91.2%	95.9%	94.4%
7	Burundi	-	-	-	-	93.7%
8	Montenegro	-	-	83%	86%	93.3%
9	Bosnia and Herzegovina	-	-	92.7%	-	92.7%
10	Serbia	94.6%	-	94.3%	93.2%	91.9%
11	Brazil	-	-	-	90.8%	90.8%
12	Poland	96.1%	96.4%	95.1%	93.2%	90.8%
13	Albania	-	-	92.9%	91.8%	89.3%
14	Croatia	92.2%	-	88.2%	90.6%	89.3%
15	Trinidad and Tobago	-	88.9%	-	-	88.9%
16	Uzbekistan	-	-	-	88.4%	88.4%
17	Russia	90.6%	90.1%	91.5%	89.2%	88.1%
18	Finland	88.9%	89.4%	88%	88%	87.2%
19	Jordan	-	-	-	86.8%	86.8%
20	Bulgaria	76.1%	82.6%	78.7%	81.9%	86.7%
21	Portugal	91.2%	91.5%	89.6%	88.7%	86.7%
22	Czech Republic	91.5%	92.4%	89.9%	88.7%	86.3%
23	North Macedonia	-	-	87%	86.7%	85.9%
24	United States	78.9%	83%	77.8%	81.9%	84.4%
25	Italy	84%	83.7%	86.8%	84%	84%
26	Netherlands	80.1%	82.6%	81%	81.8%	83.3%
27	Ireland	87.5%	88.6%	81.5%	85%	82.9%
28	Slovenia	86.1%	87.8%	-	84.3%	82.9%
29	Azerbaijan	-	87.9%	83.3%	85.3%	82.7%
30	Slovakia	84.6%	86.4%	85.5%	83.6%	82.7%
31	France	83.4%	84.3%	80.7%	82.7%	82.2%
32	Latvia	-	87.5%	85.5%	84.5%	81.5%
33	Oman	62.9%	74.5%	72.1%	72.8%	81.1%
34	Türkiye	84.7%	-	85.7%	82.2%	80.1%
35	Denmark	88.4%	89.1%	86.9%	83.4%	79.3%
36	Israel	-	82%	-	-	78.9%
37	Kazakhstan	87.4%	86.2%	83.9%	82.7%	78.9%
38	Norway	83.8%	86.9%	89.7%	81.1%	78.9%
39	Australia	84.9%	85.3%	80.9%	81.3%	78.4%
40	Georgia	87.5%	83.8%	87.4%	82.4%	78.2%
41	New Zealand	84%	-	81.8%	-	77.9%
42	Germany	80.6%	83.4%	79.4%	79%	77.7%
43	Egypt	-	-	-	77.6%	77.6%
44	Lithuania	90.8%	89.1%	88.9%	83.6%	77.5%
45	Canada	75.3%	77.6%	75.9%	-	77%
46	South Korea	91.7%	-	85.5%	-	74.7%
47	Macau	-	68.8%	-	71.3%	73.7%
48	Cyprus	75.2%	-	70.7%	73.4%	71.9%
49	Saudi Arabia	79.1%	48.7%	74.6%	75%	71.6%
50	Bahrain	67.9%	65.7%	64.3%	68.7%	69.3%
51	Austria	-	81.3%	75%	75.2%	69.2%
52	Iran	66.7%	67.7%	68.6%	-	67.9%
53	Belgium	78.6%	-	74.7%	-	67.8%
54	Spain	73.3%	70.7%	74.5%	70.1%	67.5%
55	Sweden	83.6%	86.2%	80.6%	72.9%	64%
56	Singapore	48.6%	52.1%	58.6%	53.1%	56.9%
57	Hong Kong	70.5%	68%	69.5%	60%	51.2%
58	Qatar	53%	51.9%	51.9%	49.6%	46.8%
59	Indonesia	43.8%	-	-	-	43.8%
60	United Arab Emirates	53.5%	55.2%	51.3%	45.8%	39.3%
61	Morocco	46.7%	27.1%	47.3%	40.8%	35.8%
62	Pakistan	-	-	32.4%	-	32.4%
63	Philippines	-	-	25.2%	-	25.2%
64	Malta	-	69%	33.6%	45.5%	22%
65	Cameroon	-	-	-	-	15.5%
66	Congo	-	-	-	-	12.2%
67	Ivory Coast	-	-	-	-	7%
68	Benin	-	-	-	-	1.4%
69	Senegal	-	-	-	-	1.2%
70	Togo	-	-	-	-	1.2%
71	Chad	-	-	-	-	0.9%
72	Niger	-	-	-	-	0.5%
73	Burkina Faso	-	-	-	-	0.4%

Methodology

This analysis employs UNESCO Institute for Statistics (UIS) data from household surveys and educational administrative records across 73 countries with available data for 2015-2021. The indicator measures the percentage of students in early grades (grades 2-3) who have their first or home language as the language of instruction, based on school administrative data and educational surveys.

The 2026 estimates represent scenario-informed comparative assessments, not authoritative predictions or exact forecasts. They indicate probable direction and relative magnitude based on individual country evaluation incorporating language policy and educational system factors. For each country, we conducted contextual assessment examining historical instruction patterns (calculating annual change rates where multiple data points exist), language policy development, educational system priorities, and data reliability considerations. Countries with clear trends and recent data use observed patterns as foundation, while those with limited or older data are assessed using regional benchmarks and comparable country analysis within consistent analytical constraints applied across all countries. All projections account for the gradual nature of policy changes in language of instruction (realistic annual change 0.5-2.0 percentage points) and educational system constraints. Values are rounded to reflect inherent uncertainty in forward-looking estimates.

Our analytical process: (1) Examine historical instruction patterns from available data points (e.g., if 2015: 85% and 2021: 88%, annual rate = +0.5%/year), (2) Evaluate sustainability given language policy and educational priorities, (3) Analyze education-specific developments relevant to home language instruction (language policy reforms and implementation, educational curriculum changes, teacher training in multilingual education, community language support programs, minority language recognition policies, indigenous language preservation initiatives, government investment in multilingual education, demographic changes in student populations), (4) Compare with regional context and comparable countries to validate reasonableness, (5) Adjust for baseline value and policy constraints (higher baselines = slower change due to saturation effects), (6) Consider data recency and language policy developments during data gaps.

Most countries have data from 2015-2021, representing current instruction patterns. For countries with older data, we assessed language policy-specific developments during the data gap: language policy reforms and implementation changes, educational curriculum modifications, teacher training programs in multilingual education, community language support initiatives, minority language recognition policies, indigenous language preservation programs, government investment in multilingual education, demographic changes in student populations. In countries with established home language instruction policies, completion rates reflect mature systems with limited change potential due to policy stability. These contextual factors are used qualitatively to inform direction and magnitude, not as precise quantitative inputs. Countries with evolving language policies show larger projected changes reflecting policy reforms. Countries with stable language policies show minimal change due to policy consistency. Countries with limited home language instruction show modest improvements constrained by language policy priorities and educational system resources.