Symposium at the UKFIET Conference, 16-18 September 2025, Oxford This blog was first published by UKFIET on 20 August 2025. Authors: Angeline M. Barrett (University of Bristol, UK) and Barbara Trudell (SIL Africa) Symposium at the UKFIET Conference 2025 One of the greatest innovations of multilingual education (MLE) is that it views learners’ and teachers’ fluency in multiple languages as an asset for learning in the classroom. Given that up to 40% of learners across the glo

The team presented the paper High Stakes, Low Readiness: Do English Curricula in Subtractive Language Transition Contexts Prepare Learners to Pass Exams in Other Subjects at the 12th International Conference on Language and Literacy Education in South Africa, 12-14 September, 2025. See conference program below.

Article published in Prospects Journal, July 2025 Multilingual education for sustainable development in sub-Saharan Africa: Towards epistemic inclusion Angeline M. Barrett, Lizzi O. Milligan, Eliakimu Sane & Rachel Bowden Prospects (2025). https://doi.org/10.1007/s11125-025-09731-1 Education that contributes to sustainable development embraces social learning that breaks down boundaries between schools and communities. Such learning is epistemically inclusive. This article a

On 4-5 July the MLE in SSA project financed a a two-day workshop on the topic of language supportive pedagogy. The event was attended by researchers, policy makers and teachers and activities included presentations and discussions of current language policies. For a full report of the workshop, see attached document. Some of the participants at the Dodoma workshop UDOM’s DVC - ARC welcomed the guest of honour to give the opening remarks

The Norrag Special Issue #11 - Multilingualism and Language Transition: Innovations and Possibilities was launched on 14 May 2025 Multilingualism is simply a matter of fact in many nation-states. Multilingual societies require multilingual education if they are to provide accessible, quality and equitable education for all. Despite this need, the 2016 Global Education Monitoring Report indicated that up to 40% of learners across the globe lacked access to education in a lang