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This talk draws on nearly a decade of linguistic ethnographic research in The Gambia to explore the tensions and possibilities of multilingual education in postcolonial contexts. Grounded in a social justice-oriented conceptual framework (e.g. Mohanty et al 2009), the presentation examines how language-in-education reforms—from the Early Parallel Biliteracy Programme (2015) to the First Language in Education Policy (2023)—intersect with broader questions of educational equity, access to learning, and learners’ linguistic rights.
Drawing on data ranging from classroom observations to teacher audio language diaries and focus groups, we reflect on how multilingual practices unfold in everyday school life. The presentation also introduces a teacher-led initiative that emerged from this research: the Multilingual pedagogy in The Gambia teacher training toolkit, designed to support educators in navigating linguistically diverse classrooms. Piloted with over 800 pre-service and in-service teachers in both The Gambia and Ghana, this initiative exemplifies how multilingual pedagogy, combined with participatory approaches, can inform practical, context-sensitive solutions for more inclusive education systems.
Overall, the work shows how multilingual teaching competence can develop through a constellation of material, human, institutional, and ideational resources, contributing a concrete illustration of what operationalising teacher and teacher-trainer agency to address the multilingualism of African classrooms entails.
About the speakers
Ms Isatou Ndow, a distinguished educator and leader, currently serves as the Vice Principal of the University of Education The Gambia. With an academic background that includes a PTC, HTC, BA, MA, and MPhil, she has dedicated her career to advancing education in The Gambia. She previously served as Head of Education at Gambia College, one of the country’s premier teacher training institutions.
Widely recognised for her dedication, leadership, and tireless service, Ms Ndow has delivered numerous keynote addresses in The Gambia and internationally, underscoring her status as a celebrated educator and gender activist. Her commitment to education continues to inspire and shape the future of teacher training in the country.
In recognition of her outstanding contributions, she received the 2025 Lifetime Achievement Award in Education. She was also appointed Vice Chairperson of the Victims Reparations Commission in December 2024, reflecting her broader commitment to public service, advocacy, and national development.
Dr Clyde Ancarno is a Senior Lecturer in Linguistics and Education at King’s College London. Her research explores multilingualism and language-in-education practices and policies in sub-Saharan Africa. Using participatory linguistic ethnographic methods, she investigates how multilingual pedagogy can challenge linguistic hierarchies and promote educational justice. She leads the development of teacher training resources for linguistically diverse classrooms.
About King's Africa Week
Hosted by the African Leadership Centre and Africa research group, Africa Week is an annual celebration of research, education and outreach activities on Africa.
King's Africa Week brings together academics, researchers and students from across King's – and offers the opportunity to hear from African scholars, leaders and thinkers. It also showcases King's collaboration with African universities and partners.
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At this event
Senior Lecturer in Linguistics and Education