Abstract

The Language of instruction (LoI) mediates the important development of foundational literacies and achievement of learning outcomes for students. Across low-income contexts, teachers and students are often similarly challenged by the need for transitioning to an unfamiliar LoI with little systematic support. This can take place as early as in early primary education. While recognising the profound challenges brought to classroom practices, it is also important to engage with context-sensitive views on policy visions and language attitudes. In light of these complexities, we will reflect on our learnings from completing a desk-based research commissioned by British Council. With Ghana, Kenya and Tanzania chosen as case studies, we will discuss the evidence gathered based on three thematic foci. First, we will discuss the LoI policies in the three country contexts, and whether teacher development policies align with needs around LoI. Next, we will discuss teachers’ classroom pedagogical practices. Moving beyond the predominant focus on teachers’ English proficiencies, we argue for appreciating how teachers innovate pedagogical strategies to support students with diverse needs in transitioning to English as LoI. Lastly, we will highlight a few innovations identified for enhancing continuous professional development, which have enabled teachers to support LoI transition more effectively. Implications for policies and practices will be discussed.