Language and Learning Foundation
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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.
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Delhi
110049
Opening Hours
| Monday | 9am - 6pm |
| Tuesday | 9am - 6pm |
| Wednesday | 9am - 6pm |
| Thursday | 9am - 6pm |
| Friday | 9am - 6pm |
