What does it take to ensure that foundational literacy and numeracy efforts translate into real learning gains for children at scale? How do education systems move from strong policies and well-designed programmes to meaningful change inside classrooms? And what role does the middle tier play in making that happen?

In Episode 6 of LLF Speaks Season 2, Anustup Nayak, Project Director at Central Square Foundation, joins Shveta Lall (Lakhanpal) Lall, Associate Director, Continuous Professional Development at Language and Learning Foundation, for an in-depth conversation on Strengthening Delivery: The Role of Middle-Tier Leadership. The episode explores the critical role played by the middle tier in strengthening foundational learning outcomes across India. Positioned between policy and practice, the middle tier, including District Education Officers (DEO), Block Education Officers (BEO), and academic mentors (ARPs, ABRCs, CRCCs), serves as the bridge that connects system priorities with classroom implementation. Drawing from both field experiences and system-level perspectives, the conversation unpacks why strong policies, curriculum reforms, and teacher training efforts alone are not enough to improve learning outcomes at scale. The discussion examines how the effectiveness of foundational learning reforms depends significantly on how the middle tier functions through instructional leadership, academic support, classroom observation, mentoring, and continuous engagement with teachers and schools. From the realities faced by academic mentors in supporting classroom practice to the challenges district and block officials encounter in balancing administrative responsibilities with instructional leadership, the episode reflects on what it truly takes to strengthen delivery systems in education.

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What does it mean for a child to learn in a language they truly understand? How does language shape not only comprehension, but also confidence, identity, participation, and belonging in the classroom? And what must education systems do to ensure that linguistic diversity becomes a strength rather than a barrier to learning? In Episode 5 of LLF Speaks Season 2, Padma Shri Awardee Dr Mahendra K Mishra, Trustee and National Advisor – Multilingual Education at Language and Learning Foundation, joins Smriti Mishra, Senior Manager – Multilingual Education at Language and Learning Foundation, for an in-depth conversation on Multilingual Education: Learning in the Language of the Child. The episode explores why multilingual education is foundational to equitable and meaningful learning, particularly in linguistically diverse contexts like India. Drawing from both global perspectives and field experiences across Indian classrooms, the discussion unpacks how children learn best when teaching begins in the language they speak, think, and understand at home.

From the role of mother tongue-based learning in strengthening comprehension and foundational literacy to the importance of bilingual pedagogy, translanguaging, culturally relevant materials, and community participation, the conversation reflects on what effective multilingual classrooms can look like in practice. The episode also examines the challenges that continue to shape multilingual education in India — including language hierarchies, gaps in teacher preparation, lack of contextual learning materials, and the disconnect between policy and classroom realities. Importantly, the discussion highlights how multilingual education is not only about language inclusion, but also about preserving children’s identities, strengthening participation, and building more equitable systems of learning for every child.

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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.

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