To Örebro University

Effective teaching and learning, particularly in science, technology, engineering, and mathematics (STEM), require the use of a familiar language to promote student comprehension and engagement. However, in Zanzibar and Seychelles, where English serves as the primary medium of instruction despite being a second language (L2) for most learners, language barriers often hinder student performance. Under the STEM4SUCCESS Zanzibar (S4SZ) Project, launched in 2019, several schools in Zanzibar piloted the Language Supportive Pedagogy (LSP) approach, which acknowledges the role of L2 in the classroom while strategically leveraging students’ first language (L1) to support content acquisition and conceptual understanding. Under the project, 75 STEM educators from 15 schools across Unguja and Pemba were introduced to LSP strategies such as informal L1 discussions, structured L2 transitions, alongside training on digital learning tools (Kio Kits, drones, and projectors). Data was collected in 2024 through an online survey of 20 STEM educators and follow-up telephone interviews. After analysis, classroom observations were conducted to triangulate the data.  Findings revealed that 91% of teachers who had received LSP training, had actively integrated LSP techniques into their lessons. Additionally, 85% of respondents identified English as a major barrier to learning STEM subjects, and a majority of this group thought of LSP as a muarobaini (ultimate cure) for language comprehension challenges in STEM. Moreover, 90% of the teachers reported improved student performance, 85% observed increased student participation, and many teachers noted higher student interest in STEM subjects following the implementation of LSP strategies.

The article also discusses comparative aspects and potential lessons to be learnt from the above pilots in other contexts such as Seychelles. In Seychelles’ trilingual education policy, Kreol Seselwa (L1) is used in early primary education, transitioning to English (L2) in Primary 3. As is the case in Zanzibar, this approach creates language barriers in STEM education hindering inclusivity and accessibility. A comparative analysis of the Zanzibar and Seychelles language-in-education policies highlights common challenges and potential benefits in aligning linguistic frameworks with pedagogical practices. This study emphasizes the need for continuous professional development, curriculum alignment with LSP principles, and sustained stakeholder engagement to ensure the scalability and sustainability of LSP.