Abstract
This British Council-commissioned report presents a comprehensive review of English as a medium of instruction (EMI) in Ghana, Kenya and Tanzania. It explores how national language-in-education policies, classroom practices and teacher professional development intersect to shape learning outcomes across diverse and multilingual education systems.
In Ghana and Kenya, early-exit bilingual education models introduce EMI from Grade 4, while Tanzania follows a late-exit model, shifting to English in post-secondary education. Despite surface-level policy alignment, the report highlights significant gaps in implementation. These include mismatches between curriculum and students’ English proficiency, limited teaching resources, underprepared teachers, and abrupt transitions that disadvantage rural and marginalised learners.
Drawing on local research and stakeholder perspectives, the study reveals that although English is valued for access to global opportunities, current EMI practices can hinder cognitive and socio-emotional development. The findings challenge deficit views of teachers and advocate for more language-supportive pedagogy that builds on multilingual realities rather than suppresses them.
The report also maps 32 teacher continuing professional development (CPD) programmes designed to support EMI. It identifies critical gaps and makes clear recommendations: CPD must go beyond English proficiency, integrate inclusive and context-sensitive practices, and promote coordinated, sustainable support for teachers.
This evidence-based review is essential reading for policymakers, education stakeholders, and researchers interested in EMI, bilingual education in Africa, and effective teacher development. It offers insights into how educational equity and language policy must align for meaningful learning in multilingual contexts.
Download the report to find out more.