Language and Learning Foundation

21/05/2026

A classroom full of conversation, children gathered around learning materials, small hands moving pieces into place, and moments of excitement as ideas begin to click together.

At a recent demonstration in Gautam Budh Nagar, Balvatika 3 learners (ages 5–6) engaged with concepts through play, hands-on activities, and shared discovery. What stood out was not only the enthusiasm in the room, but how naturally learning emerged through interaction, curiosity, and participation.

When classrooms create space for exploration and play, early learning begins to feel meaningful, engaging, and joyful for children.

21/05/2026

At the National Seminar on Multilingual Education: Strengthening Teacher Professional Development for the Inclusion of Children’s Most Familiar Languages through a Multilingual Approach, held on 30 April, Panel 4 brought together NGO partners and experts to reflect on the future directions of Teacher Professional Development in multilingual education.

“Across India, multilingualism takes diverse forms; without addressing it, no training in Foundational Literacy and Numeracy can be meaningfully conceived,” shared Saktibrata Sen from Room to Read India, underscoring the need for multilingual realities to be central to FLN efforts.

Building on this systemic perspective, Gauri Puranik from the British Council, India highlighted that “Multilingual Education is not a project; it is an educational framework embedded in learning, curriculum, assessment, Teacher Professional Development, and material development,” emphasising the need to view multilingualism as integral to the education system rather than as a standalone intervention.

Extending the discussion to classroom processes and teacher support, Smriti Mishra from Language and Learning Foundation reflected that “In multilingual education, trusting teachers is essential. Teacher Professional Development should move beyond initial hesitation to recognise and build on the possibilities emerging in classrooms.”

Together, the panel reflected on how multilingual education requires long-term institutional commitment, integrated teacher support, and trust in classroom practitioners to meaningfully respond to India’s linguistic diversity.

18/05/2026

What does it mean for a child to learn in a language they truly understand? How does language shape not only comprehension, but also confidence, identity, participation, and belonging in the classroom? And what must education systems do to ensure that linguistic diversity becomes a strength rather than a barrier to learning?

In Episode 5 of LLF Speaks Season 2, Padma Shri Awardee Dr Mahendra K Mishra, Trustee and National Advisor – Multilingual Education at Language and Learning Foundation, joins Smriti Mishra, Senior Manager – Multilingual Education at Language and Learning Foundation, for an in-depth conversation on Multilingual Education: Learning in the Language of the Child.

The episode explores why multilingual education is foundational to equitable and meaningful learning, particularly in linguistically diverse contexts like India. Drawing from both global perspectives and field experiences across Indian classrooms, the discussion unpacks how children learn best when teaching begins in the language they speak, think, and understand at home.

From the role of mother tongue-based learning in strengthening comprehension and foundational literacy to the importance of bilingual pedagogy, translanguaging, culturally relevant materials, and community participation, the conversation reflects on what effective multilingual classrooms can look like in practice. The episode also examines the challenges that continue to shape multilingual education in India — including language hierarchies, gaps in teacher preparation, lack of contextual learning materials, and the disconnect between policy and classroom realities.

Importantly, the discussion highlights how multilingual education is not only about language inclusion, but also about preserving children’s identities, strengthening participation, and building more equitable systems of learning for every child.

Episode out tomorrow!

Gates Foundation National Council of Educational Research and Training - NCERT Ministry of Education JEPC Jharkhand UNICEF India UNESCO Tata Trusts HCLFoundation British Asian Trust British Council

12/05/2026

What does it take to move from curriculum design to meaningful classroom practice? How can structured pedagogy support teachers with clarity and consistency, while still leaving space for responsiveness, reflection, and contextual adaptation? And what does it really mean to build systems that ensure every child has access to equitable learning opportunities?

In Episode 4 of LLF Speaks Season 2, Dhir Jhingran, Founder and Executive Director, LLF, joins Supriya Ghosh, Lead, Literacy at LLF, for a deep dive into Structured Pedagogy: Making Teaching Effective for FLN.

The conversation explores why structured pedagogy has emerged as a critical approach in addressing the global learning crisis, especially in the foundational years. From learning outcomes frameworks and lesson sequencing to teacher guides, classroom routines, mentoring structures, and continuous assessments, the episode unpacks how coherent instructional design can strengthen teaching and learning at scale.

The discussion also reflects on what structured pedagogy looks like inside real classrooms, where clarity, rhythm, and responsiveness shape children’s learning experiences through guided routines, active participation, and timely support. Importantly, the episode examines common misconceptions around teacher autonomy, and how structure, when thoughtfully designed, can actually create space for meaningful teacher agency and equitable instruction.

Designed for teacher educators, academic leaders, policymakers, and practitioners, this episode brings together research, field realities, and implementation insights to explore how structured pedagogy can support foundational learning systems that are both coherent and adaptable.

Watch the full episode here: https://youtu.be/Pyn4t0dq16g

Gates Foundation National Council of Educational Research and Training - NCERT Central Square Foundation Deloitte What Works Hub for Global Education UNICEF UK UNICEF British Asian Trust

What does it take to move from curriculum design to meaningful classroom practice? How can structured pedagogy support teachers with clarity and consistency,...

12/05/2026

What does it take to move from curriculum design to meaningful classroom practice? How can structured pedagogy support teachers with clarity and consistency, while still leaving space for responsiveness, reflection, and contextual adaptation? And what does it really mean to build systems that ensure every child has access to equitable learning opportunities?

In Episode 4 of LLF Speaks Season 2, Dhir Jhingran, Founder and Executive Director, LLF, joins Supriya Ghosh, Lead, Literacy at LLF, for a deep dive into Structured Pedagogy: Making Teaching Effective for FLN.

The conversation explores why structured pedagogy has emerged as a critical approach in addressing the global learning crisis, especially in the foundational years. From learning outcomes frameworks and lesson sequencing to teacher guides, classroom routines, mentoring structures, and continuous assessments, the episode unpacks how coherent instructional design can strengthen teaching and learning at scale.

The discussion also reflects on what structured pedagogy looks like inside real classrooms, where clarity, rhythm, and responsiveness shape children’s learning experiences through guided routines, active participation, and timely support. Importantly, the episode examines common misconceptions around teacher autonomy, and how structure, when thoughtfully designed, can actually create space for meaningful teacher agency and equitable instruction.

Designed for teacher educators, academic leaders, policymakers, and practitioners, this episode brings together research, field realities, and implementation insights to explore how structured pedagogy can support foundational learning systems that are both coherent and adaptable.

Episode out tomorrow!

Gates Foundation National Council of Educational Research and Training - NCERT Central Square Foundation Deloitte What Works Hub for Global Education UNICEF UK British Asian Trust

02/05/2026

At the National Seminar on Multilingual Education: Strengthening Teacher Professional Development for the Inclusion of Children’s Most Familiar Languages through a Multilingual Approach, held on 30 April, Panel 1 with state functionaries brought forward perspectives on what meaningful teacher professional development in multilingual contexts must look like.

“Multilingual education must keep children at its centre, especially those who struggle due to language differences. Teacher professional development should focus on understanding these challenges and responding to them meaningfully,” noted Dr PURNA CHANDRA BRAHMA from Odisha, setting the tone for the discussion.

Building on this, Mr Sushil Rathore from Chhattisgarh added, “Equipping teachers to navigate multiple languages in the classroom is not optional, it is central to meaningful teacher professional development in multilingual contexts.”

Extending this further, Mr Naresh Panwar from Rajasthan emphasised, “Effective teacher professional development begins with understanding the district’s linguistic landscape and sensitizing teachers to the realities of diverse language contexts.”

Together, the panel traced a clear progression from centring children’s experiences, to strengthening classroom practice, to grounding efforts in the linguistic realities of districts.

JEPC Jharkhand Asia-Pacific Multilingual Education Working Group UNICEF UNICEF India CARE India British Council SIL Global Room to Read India Pratham Education Foundation Central Square Foundation Tata Trusts

30/04/2026

The National Seminar on Multilingual Education: Strengthening Teacher Professional Development for the Inclusion of Children’s Most Familiar Languages through a Multilingual Approach opened with a inaugural discussion featuring Ms Prachi Pandey, Dr Dhir Jhingran, Prof Ramanujan Meganathan and Dr Jai Prakash Rath, who reflected on how classrooms can better respond to children’s linguistic realities.

The conversation underscored that without adequate preparation to engage with children’s most familiar languages, teachers face real challenges in ensuring equitable learning, with the greatest impact on the most marginalised learners. It highlighted that effective teacher professional development must move beyond one-off trainings to become an ongoing, contextually grounded process that strengthens beliefs, builds confidence and equips teachers with multilingual pedagogical skills.

Grounding this in policy and practice, Ms Prachi Pandey noted, “Children’s mother languages and multilingualism are at the centre of the pedagogy advocated by NEP 2020 and the National Curriculum Framework.” Building on this, Dr Dhir Jhingran emphasised, “We need to work with teachers to create a multilingual classroom environment where children’s languages are used as resources and not considered as barriers”.

Reflecting on the shift enabled by policy, Prof Ramanujan Meganathan stated, “By embracing multilingualism and multilingual education , NEP 2020 liberated classrooms to use diverse languages and flexible pedagogy.” Reinforcing the foundational role of language in learning, Dr Jai Prakash Rath added, “The mother tongue is not a subject; it is the fertile soil in which every domain of knowledge takes root and grows.”

Together, these perspectives set the tone for a broader dialogue on strengthening teacher professional development to build classrooms that are inclusive, responsive and rooted in the languages children bring with them.

29/04/2026

We’re just one day away!

The National Seminar on Multilingual Education: Strengthening Teacher Professional Development for the Inclusion of Children's Most Familiar Languages through a Multilingual Approach is happening tomorrow - bringing together voices from across the education ecosystem to shape how we support teaching in multilingual classrooms.

Be part of a national dialogue on making classrooms more inclusive, responsive, and equitable.

- India Habitat Centre, New Delhi

- 30 April 2026

- Join us: https://docs.google.com/forms/d/e/1FAIpQLSddr7dwk1sSmYf1eFmludCB7hvy6FUp3zVthYAlaYUWDvsOtQ/viewform

JEPC Jharkhand Asia-Pacific Multilingual Education Working Group UNICEF UNICEF India CARE India British Council SIL Global Room to Read India Pratham Education Foundation Central Square Foundation Tata Trusts

28/04/2026

What does it take to strengthen foundational numeracy across diverse education systems?

A recent 3-day workshop in Nairobi, Kenya, organized by Mizizi Elimu Afrika, explored this question with Sunil Kushwaha, Lead, Numeracy, Language and Learning Foundation.

The workshop brought together participants from the Ministry of Education, universities, Kenya Institute of Curriculum Development (KICD), Mizizi, teacher education colleges, and civil society organizations. It served as a platform for rich dialogue, knowledge exchange, and collaborative learning across diverse stakeholders.

During the workshop, Sunil led sessions focused on strengthening foundational numeracy, engaging participants in discussions around learning progressions, effective teaching strategies, and the design of lesson plans with clear, coherent, and explicit instructional steps.

Participants also expressed strong interest in understanding the implementation of India’s NIPUN program, its processes, structure, and systemic approach to improving foundational learning outcomes.

Mizizi Elimu Afrika’s efforts in bringing together practitioners, policymakers, and experts are highly commendable. Such collaborations are essential for building shared understanding and driving mission-oriented reforms in education.

At LLF, we remain committed to advancing foundational numeracy and literacy and to fostering global learning exchanges that enable cross-context learning and innovation.

A key takeaway from the workshop was the importance of strengthening core areas, understanding learning trajectories of mathematical concepts, using effective pedagogical practices, ensuring continuous assessment, and supporting children who are falling behind. Strengthening these areas, along with a shared vision, can significantly improve foundational numeracy outcomes.

Gates Foundation National Council of Educational Research and Training - NCERT Ministry of Education Central Square Foundation Nipun Bharat Mission / निपुण भारत मिशन

27/04/2026

We are pleased to share the keynote and special addresses for LLF’s national seminar on Strengthening Teacher Professional Development for Including Children’s Home Languages through a Multilingual Approach.

The inaugural session will feature a keynote address by Ms Prachi Pandey, focusing on strengthening institutional systems and policy support for teacher professional development in multilingual education.

The session will also include special addresses by Dr JP Rath, who will speak on the role of SCERTs and DIETs in enabling continuous, on-ground teacher support, and Prof Ramanujan Meganathan, who will reflect on integrating multilingual pedagogy within current teacher professional development practices.

The day will also feature panel discussions with state government officials, SCERT and DIET representatives, district-level implementers, classroom teachers, and civil society practitioners from Chhattisgarh, Jharkhand, Rajasthan, and Odisha.

At its core, the seminar engages with a critical question: how do we prepare and support teachers to meaningfully include children’s home languages in classrooms?

Be part of the dialogue.

Register here: https://docs.google.com/forms/d/e/1FAIpQLSddr7dwk1sSmYf1eFmludCB7hvy6FUp3zVthYAlaYUWDvsOtQ/viewform

JEPC Jharkhand Asia-Pacific Multilingual Education Working Group UNICEF UNICEF India CARE India British Council SIL Global Room to Read India Pratham Education Foundation Central Square Foundation Tata Trusts

24/04/2026

Language and Learning Foundation, in collaboration with the District Institute of Education and Training Khordha and with support from the District Education Officer-cum-District Project Coordinator Office, Khordha, conducted a 6-week blended mentor support course on Academic Support (Supportive Supervision), aimed at the capacity building of mid-tier officials.

The programme engaged 132 CRCCs (Cluster Resource Centre Coordinators) who support 750+ schools in the district. It focused on enhancing their understanding of the purpose and processes of classroom observation, and on developing their ability to observe, record, and analyse classroom practices effectively. Additionally, the course strengthened participants’ capacity to provide constructive and actionable feedback to teachers. The overarching objective was to improve classroom practices and thereby contribute to better learning outcomes for children.

The course was facilitated by Khordha DIET faculty members - Mausumi Mohanty, Rasmirekha Swain, Deeptiprava Dash, Mahesh Kumar Behera, Somya Das, Monalisha Panda, Ayesha Tanwir, and Sikha Siala - through structured weekly engagements and continuous follow-up support.

A total of 98% of participants successfully completed the course, indicating high levels of engagement and commitment.

The successful implementation of the programme was supported by the leadership of Dr. Tapas Kumar Nayak, Principal, DIET Khordha, and Sonalika Ray, DEO-cum-DPC, Khordha, along with the guidance of Dr. Sanatan Panda. This initiative demonstrates strong potential for scale-up at the state level.