The Contribution of Language Supportive Teaching in Facilitating the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College, Tanzania

This study explored the Contribution of Language Supportive Teaching (LST) in Transition from Kiswahili to English Medium Instruction Form One: The Case Morogoro Teachers’ College. had four specific objectives; To assess success LST training College, find out how works secondary schools where graduates are teaching, determine contributes transition medium instruction, and examine challenges which leaners experience after making between primary schools. involved a sample 8 respondents (i.e., 5 teacher educators) College 3 school teachers college; researcher used descriptive design qualitative research approaches. Nonprobability sampling techniques such as purposive was get for this study. Data collection both sources instruments interview guides were used. revealed that has contributed more towards language led additional teaching skills teachers, improved students’ proficiency, practices, strengthened self-confidence group discussion, been strengthened, pedagogical enhanced, Speaking Enhanced Classroom Strengthened Students’ Ability Communicate without Fear Errors. Also, found is implemented through following ways; collegial partnership, sentence structure pronunciation, aids use thinking language. also vocabulary, reading language, writing helped teacher’s new ways supporting mastery subject content engage students learning process.