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SUMMARY:Transitioning to English as an unfamiliar Language of Instruction 
 in Ghana\, Kenya and Tanzania: opportunities and challenges  - Dr. Pui Ki 
 Patricia Kwok (Cambridge Centre for Teaching and Learning\, University of 
 Cambridge) &amp\; Prof. Ricardo Sabates (Faculty of Education\, University
  of Cambridge)
DTSTART:20250512T040000Z
DTEND:20250512T053000Z
UID:TALK231823@talks.cam.ac.uk
CONTACT:Dr. Phung Dao
DESCRIPTION:The Language of instruction (LoI) mediates the important devel
 opment of foundational literacies and achievement of learning outcomes for
  students. Across low-income contexts\, teachers and students are often si
 milarly challenged by the need for transitioning to an unfamiliar LoI with
  little systematic support. This can take place as early as in early prima
 ry education. While recognising the profound challenges brought to classro
 om 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 c
 ommissioned by British Council. With Ghana\, Kenya and Tanzania chosen as 
 case studies\, we will discuss the evidence gathered based on three themat
 ic foci. First\, we will discuss the LoI policies in the three country con
 texts\, and whether teacher development policies align with needs around L
 oI. Next\, we will discuss teachers’ classroom pedagogical practices. Mo
 ving beyond the predominant focus on teachers’ English proficiencies\, w
 e argue for appreciating how teachers innovate pedagogical strategies to s
 upport students with diverse needs in transitioning to English as LoI. Las
 tly\, we will highlight a few innovations identified for enhancing continu
 ous professional development\, which have enabled teachers to support LoI 
 transition more effectively. Implications for policies and practices will 
 be discussed.\n
LOCATION:Room 1S3 DMB\, Faculty of Education\, University of Cambridge
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