| The study examines the role of teacher education in the implementation of mother tongue instruction and its subsequent impact on literacy development in Kenya’s multilingual lower primary schools classrooms. This study falls under the sub theme on Teacher Education Curriculum and Approaches. Despite the growing recognition of the importance of mother tongue education, challenges remain in its effective delivery due to inadequate teacher preparation and training. This desktop study synthesises existing literature on the intersection of teacher education, mother tongue instruction, and literacy acquisition, focusing on how teacher competencies influence student literacy outcomes. The objectives of the study are; to assess the effectiveness of teacher education programs in supporting mother tongue instruction, to examine the impact of teacher preparedness in mother tongue instruction on literacy development, to explore the challenges faced by teachers in delivering mother tongue instruction in multilingual classroom settings and to analyse the relationship between teacher training in mother tongue education and students’ literacy outcomes. The study draws on key theoretical frameworks, Cummin’s threshold hypothesis and Vygotsky’s Intellectual Adaptation theories to explore the implications of mother tongue instruction for literacy development. The study adopted a qualitative desktop study based on available literature review, policy document analysis, and case comparisons form previous studies starting 2015 to 2025. The findings indicate that while mother tongue instruction has shown positive effects on literacy outcomes, the lack of comprehensive teacher education programs and the insufficient training of teachers in multilingual pedagogies remain significant barriers. Recommendations for enhancing teacher education programs are provided, emphasising on the need for more robust, context-sensitive training that equips teachers with the skills necessary to leverage the cognitive and social benefits of mother tongue instruction. The study ultimately highlights the importance of aligning teacher education with the multilingual realities of the Kenyan classroom to improve literacy outcomes and educational equity. Keywords: Teacher Education, Mother Tongue Instruction, Literacy Development, |
