Abstract: The “role of language in education” has been a focal point of scholarly inquiry for decades, with “increasing attention” given to “the relationship between the language of instruction” and student performance. This bibliometric review offers an in-depth analysis of the influence of “the language of instruction on learners’ academic performance.” By systematically reviewing existing literature using data from the Scopus database and VOSviewer software, the study identifies major research themes, prominent authors, sources, countries, and emerging trends in the field. The research questions are: What is the trajectory of study productivity progress in the influence of LoI on learners’ academic achievements? How can the current intellectual framework of the influence of LoI on learners’ academic achievements literature be characterized? What are the primary areas of focus within the influence of LoI on learners’ academic achievements? What is the extent of influence of key “contributors” in the influence of LoI on learners’ academic achievements? The findings highlight instructional language’s intricate and multidimensional impact on cognitive growth, academic achievement, and workforce preparedness. The language of instruction plays a crucial role in skill development, with important implications for education and policy. Addressing existing research gaps and limitations will enhance understanding of this complex relationship, enabling the development of more effective instructional strategies and policies that support optimal skill acquisition and cognitive growth. Nevertheless, research gaps have emerged due to the recent nature of the words and their continued presence in the current period. This will help researchers understand their implications across past, present, and future contexts.

Abstract: In Tanzania, secondary education expected to play an important role of equipping young generation with biological knowledge and skills for socio-scientific decision making of their lives. However, language of instruction is very crucial to make sure that youth are well informed with socio-scientific issues. English is used as the language of instruction to learn biology which to most of students is their second or third language. The language seems to be a challenge to students’ learning, however many studies did not indicate to what extent it assists in students’ acquisition of biological literacy. Therefore, this study explores students’ and teachers’ perspectives on the role English as the language of instruction plays in equipping young people with useful knowledge for biological literacy. The study used qualitative case study approach whereby both urban and rural secondary schools were used as research sites. The findings revealed that the language of instruction is a hindrance for their learning of biology for literacy. Therefore, this study recommends initiatives to be done to improve students’ learning using English as a language of instruction which will facilitate learning for understanding. In turn, the situation will facilitate students to be well informed and make important decisions for their socio-scientific challenges and development.

Abstract: Worldwide, learning of science subjects is a challenge to many students. In many African countries which were colonized by Europeans, it is even more challenging to learn science subjects because most of them the language for learning science subjects is different from their native languages. Tanzania is one of the colonized countries that use English as a medium of instruction, and for many students, it is either a second or third language. The introduction of Language supportive pedagogy (LSP) in some secondary schools in Dodoma showed improved performance in students’ learning of science subjects. The present trial study for tryout of language supportive pedagogy skills and knowledge conducted in five secondary schools showed improvement in science learning among students. The study employed both qualitative and quantitative data collection methods. In this study, form one and two secondary school students from five schools were exposed to classroom observations and in each school five students were randomly selected for the interviews after classroom observations. A total of 26 science teachers were trained on LSP during the first two workshops. Data collection methods included the workshop conducted for 26 science teachers, classroom observation as well as students’ interviews. The findings of the study revealed that both students and teachers positively responded to the use of language supportive skills and knowledge during teaching and learning activities. The study concluded by recommending the scaling up of LSP knowledge and skills to all secondary school teachers and students in Tanzania.