The benefits of learning in one's mother tongue are well documented, yet colonial languages dominate education, marginalizing local languages and limiting access for learners who rely on their mother tongue for understanding. With the rapid growth of educational technology, there is potential to integrate multilingual instruction supporting both colonial and local languages. This study is part of a larger quasi-experiment conducted in Uganda, where learners could choose to learn in English, Leb-Lango (a local language), or in Hybrid mode (a combination of both) in a remote EdTech course. We examined how learners who chose the Hybrid option navigated English and Leb-Lango. While many Hybrid learners did not consistently use both languages, those who did persisted longer in the course. Learners also shared how they managed language complexities. We provide the first empirical evidence of learner agency in bilingual remote EdTech instruction and offer insights for designing inclusive multilingual learning solutions.

翻译：母语学习的益处已有充分记载，然而殖民语言主导教育，边缘化当地语言，限制依赖母语理解的学习者获得教育机会。随着教育技术的快速发展，存在融合殖民语言与当地语言的多语言教学潜力。本研究是乌干达进行的一项更大规模准实验的一部分，学习者可在远程教育技术课程中选择以英语、勒布朗戈语（当地语言）或混合模式（两者结合）学习。我们考察了选择混合模式的学习者如何驾驭英语和勒布朗戈语。尽管许多混合模式学习者并未始终如一地使用两种语言，但那些坚持这样做的学习者课程坚持时间更长。学习者还分享了他们如何处理语言复杂性的方法。我们首次提供了关于学习者在双语远程教育技术教学中主动性的经验证据，并为设计包容性多语言学习方案提供了见解。