From Language Policy to Classroom Practice: Navigating Pedagogical Challenges in the Transition to English-Medium Instruction in Zambia’s Primary Schools

The transition to English-medium instruction in Grade 4 primary education in Zambia represents a significant change in the language through which learners access the curriculum. This transition is important because learners enter Grade 4 with varying levels of English proficiency and diverse linguistic experiences, which may affect comprehension, participation and assessment. This study examined the implementation of English-medium instruction in Grade 4 classrooms, focusing on learners’ experiences, pedagogical challenges, teacher and learner strategies, and the institutional conditions shaping implementation. A qualitative multiple-case study design was employed in four primary schools. Data were generated through interviews with teachers, head teachers and education officials, learner focus group discussions, and document review, and were analysed thematically. The findings revealed a clear mismatch between Grade 4 curriculum expectations and the English proficiency of some learners. This mismatch affected comprehension, classroom participation, learner confidence and the demonstration of knowledge during assessment. Teachers and learners responded through translation, code-switching, repetition, phonics instruction, visual materials, peer learning, remedial support and the use of locally relevant examples. However, these strategies were constrained by inadequate learning materials, limited teacher preparation, staffing shortages, infrastructure challenges and fragmented implementation support. The study concludes that English-medium instruction is a mediated process shaped by learner readiness, teacher capacity, multilingual resources and institutional conditions. It contributes to language-of-instruction research by demonstrating that effective implementation should be assessed in terms of learners’ access to and participation in learning, rather than English use alone. The findings support strengthened teacher preparation, structured multilingual scaffolding, adequate instructional resources and context-sensitive monitoring of language-transition implementation.