English Subject Lead – Mother Tongue based Multilingual Education (MTB-MLE)

  July 8, 2019   

English Subject Lead – Mother Tongue based Multilingual Education (MTB-MLE)

July 8, 2019
Head Office Karachi
Job Type
Expected Travel
Frequent / As per needs of project


Project Summary

“A major reason for poor performance of many linguistic and ethnic minority children is that they are often taught in a language they struggle to understand. It limits their ability to develop foundations for later learning and negatively affects their cognitive development.” UNESCO

Last year, TCF built its very first schools in the Tharparkar district and plans to develop and implement a multilingual education framework first in these schools with potential to scale it across the province. This entails implementing a framework which potentially uses the students’ mother tongue and incorporates the regional language, language of common use (Urdu) and an international language (English) at various stages of a child’s schooling journey.

Job Summary

TCF has successfully completed the research phase, and now moving to the Second Phase of developing resources and capacity for the aspired multilingual education framework.

In the revised language ladder, English as a subject will begin later instead of the current practice of beginning at KG, and some subjects will gradually transition from Sindhi as MOI to English as MOI in secondary years of schooling.

Designing Goals:

  • Re-visit the curriculum and restructure the SLO progression to suit the revised language ladder

Modifying Resource Materials:

  • Review existing English textbooks, Teacher Guide, Workbook and other materials developed across primary years, and design and implement modification strategy for all resource materials, as per MTB-MLE need

MOI Transition Journey:

  • Study the MOI transition strategy research and design and develop materials that enable a gradual transition from Sindhi to English across specific subjects (Mathematics and Science)

Language Rich Environment:

  • Given that English is 3rd or 4th language of students, seeking creative strategies and activities to create rich learning environment for English

Reading with Joy:

  • Identifying levelled English storybooks (read aloud, reading, audio and video - with subtitles) that are contextual to student’s lives, or can be contextualized through modification. Using these at designed interventions / stages to encourage the culture of storytelling and reading

Training Design and Implementation:

  • Designing capacity building program for English language teachers, and carrying out its implementation

Assessment Design and Implementation:

  • Developing observation tools based on research to evaluate student and teacher proficiency in English

Community Awareness:

  • Creating awareness among the community towards the benefits of gradually transitioning to English

Required Skills

  • Strong verbal and written communication skills in English, and verbal and reading proficiency in Sindhi
  • Keen interest in observing the role of language in education, amidst the multitude of aspiration and context driven factors
  • Enthusiastic about curriculum design, literacy development and research in learning in the primary years
  • Understanding of students context and role of progression in language development
  • Strong computer literacy (MS Office, Powerpoint, internet navigation)
  • Values inter-personal skills and has the ability to develop meaningful working relationships
  • Community mobilization knowledge will be an added advantage


Minimum Bachelors in domain of English language and education


At least 2 years of teaching English as a subject at primary level
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