Authors: Fasil Million (Ethiopia) and Mary Akinyi Tago (Kenya) | Published on 13 November 2025
Question: How can we help our students when it’s time to transition from learning in their local language to learning in English?
Answer: Support multilingualism, facilitate peer support, scaffold each lesson, let students experiment with language.
As a teacher, you probably know that the transition from a local language to teaching in English can be difficult. Sometime the curriculum assumes students are already proficient in English, when in reality they are not. This directly affects learners’ comprehension and overall academic achievement. So, what can we do about it?
1. Supporting multilingualism
Your students bring their languages, cultures, and experiences with them. Instead of treating these as barriers or burdens, you should use them as a tool to support learning.
Instead of banning all languages except English, plan some periods where local languages will be used. Let students explain ideas or compare grammar in their mother tongue when needed. Short explanations in their own language can build confidence and prevent misunderstandings. Including local languages in class makes students also feel accepted and understand that education is for them.
Additional ideas:
- Contextualize your lessons. Use examples, stories, and settings students already know. Use familiar settings, names, and situations that make learning feel authentic and meaningful.
- Encourage peer support. Students can work together to clarify meaning in familiar languages before moving on.
2. Equal access
Some students, especially those from rural or refugee backgrounds, may have had little exposure to English before the transition. They often need extra support to catch up. It’s important to identify learners with low exposure to English early. Use peer tutoring and small groups. Give students extra practice without putting them on the spot. Use visuals and simplified explanations. Support understanding through pictures, realia, and short phrases. Provide regular feedback. Small encouragements go a long way.
3. Scaffold
Sometimes textbooks and curriculum materials are above students’ actual level. As a teacher, you can make these materials more accessible without changing the curriculum itself. Scaffold activities to make them achievable; simplify reading passages, break down longer texts and pre-teach key vocabulary. Give clear, step-by-step instructions. Raise the language level graduallyas students’ skills improve.
4. Building Connection and Motivation with other teachers
Teachers feel more encouraged and motivated when they know that their challenges are understood and shared. Recognizing the efforts and realities of your peers builds trust, morale, and a sense of teamwork. Acknowledge classroom challenges, recognise teachers’ realities. Create spaces for sharing, exchange classroom strategies and experiences. Find out which other teachers know which local languages in case you need to ask for a translation.
5. Feedback
It’s important to give students feedback in a way which helps them improve their English and builds their confidence in using it. If a student produces a sentence which is not ‘good’ English, it is usually not a good idea to cut in immediately and correct them as long as their meaning can be understood. Rather, if you notice that many students are making similar errors, note it down and cover that area of English in a future lesson.
Remember not to only focus on the accuracy of English when giving feedback. You can also praise students for coming up with good ideas, for participating well in a task or for good behaviour.
6. Language risk taking
Students learn best when they feel safe to try, make mistakes, and improve. Don’t rush into full English-only classrooms. Blend use of English with familiar languages initially, especially for difficult concepts. Slowly increase English exposure so students adjust without losing comprehension.
Expose learners to English in many forms—songs, stories, posters, short videos, and simple classroom phrases. The more natural contact they have with English, the faster their confidence grows.
Conclusion
In conclusion, the transition to learning in English should not be abrupt. A carefully phased multilingual model, supported by positive feedback, enriched language environments, and community involvement, can significantly improve learners’ proficiency and confidence in English. Such strategies ensure that students transition smoothly, reducing barriers to learning and enhancing educational outcomes.