Narratives of teachers' innovative multilingual learning and learner support strategies in sub-Saharan Africa

Abstract

This study investigates how teachers in sub-Saharan Africa innovatively navigate multilingual classroom settings to promote inclusive learning and support for learners in Nigeria, Kenya, Cameroon, and Botswana, within the context of colonial linguistic legacies and systemic under-resourcing. Data were gathered from 26 purposefully selected primary and secondary school teachers using a phenomenological qualitative approach through interviews and focus group discussions. The findings reveal that the strategies adopted by teachers include activity-inspired lesson planning, structured questioning incorporating home languages, attributing value to linguistic diversity, translanguaging and play-based methods such as skits that incorporate various cultures and languages. The findings suggest that the innovative practices used vary, with no universally accepted practice. The findings indicate that although English serves as the official language of education, it frequently hinders student participation and understanding. In response, teachers utilise students' home languages, implement culturally responsive teaching methods, and employ multimodal strategies. Nonetheless, these initiatives are obstructed by insufficient training, static assessment practices, inadequate infrastructure, and scant institutional backing. The study recommends systemic investment in teacher training to develop and promote the use of multilingual pedagogies, resource allocation, and inclusive language policies to improve multilingual education.