Navigating Learner Diversity in Language Pedagogy: A PRISMA-ScR Scoping Review of Pedagogical, Structural, and Socio-Linguistic Challenges in Tanzania’s Lower Secondary Context ( Kizito and Monica )

Kizito Innocent Lawa; Monica William Manyanga

doi:10.36948/ijfmr.2026.v08i05.85938

Navigating Learner Diversity in Language Pedagogy: A PRISMA-ScR Scoping Review of Pedagogical, Structural, and Socio-Linguistic Challenges in Tanzania’s Lower Secondary Context ( Kizito and Monica )

Author(s)	Mr. Kizito Innocent Lawa, Monica William Manyanga
Country	Tanzania
Abstract	Background: Promoting inclusive language education in lower secondary schools remains a central pedagogical priority across sub-Saharan Africa, directly supporting Sustainable Development Goal 4 (SDG 4) and national commitments to equitable education. In Tanzania, language educators face complex, multi-layered challenges when responding to diverse learner capabilities, spanning cognitive variations, sensory impairments, socio-economic divides, and complex linguistic backgrounds. Objective: This scoping review systematically maps and synthesizes existing peer-reviewed empirical literature, curriculum policy frameworks, and institutional research reports regarding the operational, pedagogical, structural, and socio-cultural challenges experienced by language teachers in Tanzanian lower secondary classrooms (Forms I–IV). Methods: Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines and the five-stage Arksey and O'Malley methodological framework, a comprehensive systematic search was conducted across core academic databases including ERIC, Scopus, PubMed, Web of Science, Google Scholar, and African Journals Online (AJOL). Studies published up to 2026 focusing on language pedagogy, learner diversity, and secondary schooling in Tanzania were screened, extracted, and analyzed using thematic synthesis. Results: From an initial identification of 418 records, 24 core empirical studies met all pre-defined inclusion criteria. Synthesized findings reveal four primary thematic clusters: (1) severe material and instructional resource constraints, characterized by a dearth of adapted, multi-sensory language materials; (2) structural barriers driven by large, multi-ability class sizes (60-90+ students) that severely restrict differentiated instruction and continuous formative feedback; (3) significant pre-service and in-service professional development gaps regarding adaptive language pedagogy and inclusive diagnostic assessment; and (4) language-of-instruction (LoI) friction during the critical transition from Kiswahili-medium primary education to English-medium secondary instruction. Conclusion & Recommendations: Bridging the gap between national inclusive education policies and classroom realities requires a coordinated systemic strategy. Key interventions include institutionalizing differentiated language learning kits curated by the Tanzania Institute of Education (TIE), restructuring continuous teacher professional development, integrating multi-lingual scaffolding, and reforming assessment models.
Keywords	: Learner Diversity; Language Pedagogy; PRISMA-ScR; Tanzanian Secondary Education; Inclusive Education; Differentiated Instruction; Language of Instruction; Curriculum Reform.
Published In	Volume 8, Issue 5, September-October 2026
Published On	2026-10-14
DOI	https://doi.org/10.36948/ijfmr.2026.v08i05.85938

View / Download PDF File

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Navigating Learner Diversity in Language Pedagogy: A PRISMA-ScR Scoping Review of Pedagogical, Structural, and Socio-Linguistic Challenges in Tanzania’s Lower Secondary Context ( Kizito and Monica )

Share this