The Evaluating Language Supportive Approaches to Transition at Scale (ELSATS) project, funded by the British Council investigated how to improve science learning in multilingual classrooms in Tanzania and Ethiopia. Language Supportive Pedagogy (LSP), a multilingual teaching approach, was found to significantly improve students’ vocabulary, participation, and understanding of scientific concepts. In Ethiopia, action research with teacher educators showed that LSP enhanced stud

Findings from the ELSATS project and the networking project MLE in SSA were presented by Eliakimu Sane at the British Council’s Language in Education International Conference, Abuja, Nigeria, 12 – 13 November 2025. The abstract, "Language support for subjects studied in English: teachers’ practices in Tanzania", is available here (p. 38): https://www.britishcouncil.org.ng/sites/default/files/liec_2025_conference_brochure.pdf

Angeline M. Barrett and Eliakimu Sane presented in a webinar for school teachers organised by Aid for Rural Education Access Initiative (AREAi) on 24 October 2025. The webinar was part of a series on foundational learning targeted at school teachers across Nigeria and in DRC. It introduced the principles of language supportive pedagogy in science education. The language supportive approach was developed by researchers in Tanzania for secondary education for by researchers a

Eliakimu Sane, a key member of our team, presented the paper "Beyond the numbers: language of instruction and gendered learning patterns in Tanzanian secondary schools" at the "What Works in Girls’ Education”, Kampala, Uganda, October 1-3, 2025. The conference report is available here: https://www.scribd.com/document/985292996/Girls-Education-Conference-Report-2025 and you can read the abstract in th ebook of abstracts below (p. 98-99).

We are happy to announce the publication of the Special Conference issue from the 2024 Innovation for Inclusion conference. In this special issue, we have been able to bring together diverse perspectives in ten papers from six different countries in the region: Seychelles, Mauritius, South Africa, Kenya, Tanzania, and Oman. A reoccurring theme in these papers is the delicate balance between local and global educational policies, exploring how colonial legacies and Western per