Abstract
The Evaluating Language Supportive Approaches to Transition at Scale (ELSATS) project, funded by the British Council in partnership with the University of Bristol, investigated how to improve science learning in multilingual classrooms in Tanzania and Ethiopia. In both countries, students experience a sudden shift from learning in local languages to English at the start of secondary school. This abrupt transition often leads to reduced comprehension, lower engagement, and increased educational inequality, particularly in science subjects.
The research focused on the effectiveness of Language Supportive Pedagogy (LSP), a multilingual teaching approach that integrates familiar languages and provides explicit instruction in academic language. LSP was found to significantly improve students’ vocabulary, participation, and understanding of scientific concepts. In Ethiopia, action research with teacher educators showed that LSP enhanced student teachers’ ability to write scientifically. In Tanzania, curriculum analysis revealed a major gap between the language skills developed in primary education and those required in secondary science.
Classroom observations highlighted that while many teachers used bilingual strategies, few provided structured opportunities for students to express ideas or write independently. Students from English-medium primary schools had a clear vocabulary advantage, but early transition to English in Zanzibar did not improve learning outcomes. Monolingual policies were often linked to punitive practices and exclusion.
The findings have important implications for education policy. Recommendations include aligning language and subject curricula, redesigning textbooks for multilingual learners, embedding LSP into teacher education, and removing English-only policies. Schools are encouraged to celebrate linguistic diversity and foster inclusive learning environments.
By adopting these evidence-based strategies, education systems can better support all learners, reduce inequality, and move closer to achieving Sustainable Development Goal 4 (SDG4): Quality Education for All.
Citation
Barrett, A. M., Sane, E., Taye, B. A., Ndabakurane, J. J., Bowden, R., Bainton, D., Cherkos, A. B., Biseko, J. M., Clegg, J., Giampapa, F., Grieve, T., Kinyaga, A., Magashi, S., Mbwafu, F. A., Mosha, G., Mulugeta, T., Nkaizirwa, J. P., Kebede, R. S., Wayimba, S. J., & Yu, G. (2025). Evaluating language supportive approaches to transition at scale. British Council. https://doi.org/10.57884/S9PQ-GW02