Linguistically responsive pedagogies in undergraduate biology education: A systematic review and implications for English-medium instruction in Zambian universities

Elias Muma; Joseph Mukuka

doi:10.51867/ajernet.7.3.76

Authors

Elias Muma Mukuba University, Zambia https://orcid.org/0009-0002-8550-0946
Joseph Mukuka Mukuba University, Zambia https://orcid.org/0009-0000-4565-6095

DOI:

https://doi.org/10.51867/ajernet.7.3.76

Keywords:

Linguistically Responsive Pedagogy, Multilingual Higher Education, Student Engagement, Translanguaging, Undergraduate Biology, Zambia

Abstract

This systematic review synthesises global evidence on linguistically responsive pedagogies (LRP) in undergraduate biology education and examines their relevance for English-medium universities in Zambia. English is the sole language of instruction in most Zambian higher education institutions, despite students' multilingual backgrounds, which can limit comprehension, participation, and learning outcomes in disciplines such as biology, where abstract concepts and specialised terminology are central. The study was anchored on Vygotsky's sociocultural theory of learning as well as Ladson-Billings (1995)’s culturally responsive pedagogy theoretical framework. A comprehensive literature search was conducted across Scopus, Web of Science, ERIC, and Google Scholar, including studies published between 2018 and 2025. From 1,042 records, 57 studies were selected, involving 6,832 students and 412 instructors across multilingual contexts, including the United States, South Africa, the Philippines, China, and Europe. Findings suggest that strategies such as translanguaging, bilingual instruction, culturally responsive teaching, scaffolded support, narrative pedagogy, and technology-enhanced learning boost student engagement, conceptual understanding, academic performance, and identity affirmation. Main barriers include teachers' reliance on authoritative discourse, limited professional training, and institutional policies requiring English-only instruction. Conversely, enablers feature structured pedagogical tools, professional development, and the integration of students' prior knowledge and cultural backgrounds into the curriculum. Applying LRP to the Zambian context suggests it can improve epistemic access and encourage inclusive participation in biology classes. Using translanguaging, culturally relevant examples, and scaffolded explanations helps connect students' prior knowledge with disciplinary content. Aligning teaching methods with assessment practices is essential to maximise the effectiveness of these strategies. This review confirms that linguistically responsive pedagogies offer a viable, evidence-based pathway for improving biology education in Zambia's English-medium universities. By adapting strategies such as translanguaging, culturally relevant examples, and scaffolded instruction, institutions can bridge the gap between students' multilingual realities and the demands of disciplinary learning. However, success depends on addressing key barriers: providing targeted professional development for lecturers, revising English-only policies to allow strategic use of local languages, and ensuring assessment methods align with inclusive teaching practices. Implementing these changes can enhance epistemic access, engagement, and academic outcomes for Zambian biology students.

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