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Following is a list of resources related to Teacher Training. Resources are organized by priority, with those of most interest to most people toward the top.

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Optimizing Learning and Education in Africa – the Language Factor: A Stock-taking Research on Mother Tongue and Bilingual Education in Sub-Saharan Africa

This must-read report presents a comprehensive overview of mother tongue and multilingual education issues in sub-Saharan Africa, including issues related to policy, program design and cost.

Improving the quality of mother tongue-based literacy and learning: case studies from Asia, Africa and South America

This resource document provides a summary of mother tongue-based education programs in Africa, Asia and South America. Countries included are: Afghanistan, Bangladesh, Cambodia, China, India, Indonesia, Lao PDR, Malaysia, Nepal, Philippines, Thailand, Viet Nam, Burkina Faso, Cameroon, Ghana, South Africa, Tanzania, Uganda, and Bolivia. The document further addresses common questions about mother tongue-based education, materials, instructional methods and orthography issues.

Promoting Literacy in Multilingual Settings

This comprehensive guide (geared towards Asia but with information applicable to other regions) examines the following topics: • Education in Ethnic Minority Communities: Questions to Consider and Problems to Solve • Multilingual Education Practice in Eight Asian Countries • Developing Low Cost and Effective Materials for Multilingual Education Programmes • Training Effective Community Teachers for Multilingual Education Programmes • Teaching Methods for Effective Multilingual Education Programmes This comprehensive guide (geared towards Asia but with information ap

Expanding Educational Opportunity in Linguistically Diverse Societies

This report profiles educational programs in 13 countries around the world that address the linguistic needs of children who speak minority languages. Beginning with an overview of the current research on using native languages for initial instruction, this report describes how more than 20 innovative programs around the world have expanded educational opportunities for traditionally underserved minority language groups.

A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Knowledge and Attitudes about MTBMLE

Dr. Rebecca Paulson Stone, who recently completed her PhD at the University of Massachusetts, Amherst presented her dissertation research to the MTB-MLE Network on July 23, 2012 at the Save the Children offices in Washington, DC. The purpose of her research was to help program designers develop professional development initiatives that successfully address some of the major identified challenges teachers face when implementing MTB-MLE. The research project was  implemented in Southern Mindanao, Philippines over a 3-month period in the Summer 2010. 

Steps towards learning

This guide summarizes and explains what is known worldwide about the difficulties that children experience in having to cope with an unfamiliar school language. It offers evidence, arguments and practical steps for structuring the language of schooling to assist children with learning and to prevent them from failing to learn. It also looks at the poor educational results that follow from educational programs that fail to use a child's mother tongue in instruction.

Language of Instruction and Quality of Learning in Tanzania and Ghana: The impact of language of instruction, teacher training and textbooks on quality of learning in Africa

This brief presents research conducted in Tanzania and Ghana, comparing classroom processes in lessons taught in English and in African languages. The results show how the language used influences teaching strategies, but also the potential of teacher professional development to address this. In Tanzania, and to a lesser extent in Ghana, teachers used a wider range of teaching and learner involvement strategies when they taught lessons in African languages than in English.

Essential Topics in Developing English Oral Language Skills

This document provides considerations and guidelines to teachers in how to transition to English from the use of the mother tongue as the first language of instruction. It describes how and when to use the mother tongue in English instruction. It stresses the need to instill in teachers the view that English is a means of communication and that teaching students oral skills in English is essential to students being able to comprehend and use English in the classroom.

National languages and teacher training in Africa

This document provides responses to common questions regarding the feasibility of mother tongue instruction of African languages. It provides suggested methodologies for teaching reading and math, using African culture and games as references. It provides a thorough overview of how linguistic properties of African languages need to be considered when teaching reading and transitioning to a foreign language.

Promise and perils of mother tongue education

This paper discusses means for achieving this goal in linguistically diverse societies. It describes the promises
and perils of education through the child’s first language or mother tongue, drawing from the speaker’s
experiences with three national programs, each in different phases:
• those that are in the preparatory phase, such as the mother tongue education program in Vanuatu
• relatively new programs, such as the mother tongue primary education program in Eritrea

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