The EMiLe project is a longitudinal study that intends to continue for several years and will provide much needed data for action research in West Africa. EMiLe is rich in best practices. Its regular monitoring and end of year assessment show that superior learning occurs using the language common to both the children and the teacher, and that pupil learning attitudes are much more positive than in control classes which used only French. Possible ‘spaces’ into which this project could scale are quantitative, functional, political, and organizational. The regranting mechanism used for the project has also worked well. However, the immediate continuation of the EMiLe project is unlikely due to lack of finances. And neither SIL nor ONECS, the project partners, have sufficient capacity to manage an expansion of the initiative. Either a new partner will have to be found or the ONECS bureau will have to be significantly reinforced for sustained effectiveness of the project.