Strategic Curriculum Leadership in Implementing a Bilingual (English–Kreol Morisien) Medium of Instruction using Fullan’s Educational Change Model 19/11/25

This article/post examines how strategic curriculum leadership can effectively guide the transition from an English-only medium of instruction to a bilingual English–Kreol Morisien model, particularly in contexts where significant proportions of students demonstrate low academic ability. Drawing on Fullan’s Educational Change Model, the discussion highlights leadership actions required during initiation, implementation, and institutionalisation. The post argues that bilingual MOI reform must be grounded in cultural relevance, teacher capacity-building, curriculum redesign, and system coherence, especially in multilingual postcolonial societies such as Mauritius.

1. Introduction

Medium of Instruction (MOI) reform is among the most complex forms of educational change due to its deep implications for identity, accessibility, pedagogy, and assessment. In Mauritius, the inclusion of Kreol Morisien alongside English reflects broader sociolinguistic realities and global movements toward mother-tongue-based multilingual education (UNESCO, 2016). However, successful implementation depends not on policy text alone, but on strategic curriculum leadership capable of driving change across the school system.

This article applies Fullan's (2007; 2021) Educational Change Model to illustrate how principals, curriculum leaders, and policymakers can lead a smooth, equity-oriented transition, especially for low-ability students who are disproportionately affected by MOI barriers.

2. Theoretical Framework: Fullan’s Educational Change Model

Fullan conceptualises educational change as a non-linear, multidimensional process, comprising three interrelated phases:

  1. Initiation (adoption of new practices and decision-making)

  2. Implementation (putting new practices into action)

  3. Institutionalisation (embedding the changes into long-term culture and structure)

Fullan’s model emphasises capacity-building, moral purpose, collaborative cultures, and systemic alignment. It offers a robust framework for analysing MOI reforms, which inherently involve language, pedagogy, identity, politics, and community dynamics.

3. Strategic Curriculum Leadership in MOI Reform

Strategic curriculum leadership refers to the principal’s and system leaders’ ability to set direction, mobilise people, redesign curriculum, and coordinate structures to support improved learning outcomes (Glatthorn, Jailall & Jailall, 2017; Bush, 2018). For a bilingual MOI transition, this leadership must be intentional, culturally grounded, and evidence-informed.

Below, Fullan’s phases are applied to this reform.

4. Applying Fullan’s Model to the Bilingual MOI Transition

4.1 Initiation Phase: Setting the Foundation for Change

4.1.1 Establishing a Moral Purpose

Strategic leaders must articulate why bilingualism matters:

  • English alone restricts comprehension for low-ability learners (Heugh, 2011).

  • Kreol Morisien enhances cognitive access, reduces anxiety, and increases participation (Adone & Baker, 2018).

  • Bilingual instruction promotes equity and culturally relevant pedagogy.

This rationale must be communicated clearly to teachers, parents, and policymakers.

4.1.2 Stakeholder Engagement and Consultation

MOI changes without consultation often produce resistance. Leaders should facilitate:

  • Dialogues with teachers’ unions, parents, and community groups

  • Workshops on benefits of bilingual pedagogy

  • Engagement with linguistic experts and curriculum developers

Fullan (2007) emphasises that ownership emerges from participation, not imposition.

4.1.3 Resource Planning

Leaders must identify:

  • Teacher proficiency in Kreol Morisien and bilingual instructional strategies

  • Needs for materials, bilingual textbooks, and assessment tools

  • Professional development plans

  • Curriculum models where Kreol supports comprehension while English supports global literacy

Strategic planning at this stage determines implementation success.

4.2 Implementation Phase: Leading Instructional and Organisational Change

This is often the most challenging period, especially in linguistically diverse classrooms with low-ability students.

4.2.1 Building Teacher Capacity

Fullan argues that capacity-building is the core driver of change, not accountability mandates.

Leadership actions include:

  • Training teachers in bilingual pedagogy and translanguaging strategies (García & Wei, 2014)

  • Workshops on literacy development in both languages

  • Coaching and peer collaboration cycles

  • Classroom modelling by instructional leaders

Special attention must be given to teachers who themselves were not educated in bilingual systems.

4.2.2 Curriculum Redesign and Instructional Materials

Strategic curriculum leaders must oversee:

  • Creation of bilingual teaching guides

  • Development of Kreol Morisien terminology for academic subjects

  • Inclusive curriculum materials accessible for low-ability students

  • Alignment of MOI with assessment policies

Fullan (2021) warns that reforms fail when curriculum and assessment are misaligned.

4.2.3 Supporting Low-Ability Learners

The transition must directly address the needs of students with low academic proficiency. Evidence from multilingual education research suggests:

  • Stronger early literacy emerges in mother tongue instruction (UNESCO, 2016).

  • Bilingual scaffolding reduces cognitive load (Cummins, 2000).

  • Kreol Morisien can function as a linguistic bridge to English literacy.

Leaders should implement:

  • Differentiated instruction

  • Small-group bilingual literacy support

  • Use of Kreol Morisien for clarifying complex concepts

  • Continuous formative assessment to monitor progress

4.2.4 Monitoring and Feedback Mechanisms

Fullan emphasises that successful change requires continuous, non-punitive monitoring.
Leaders should conduct:

  • Classroom walk-throughs

  • Teacher reflection sessions

  • Learner progress tracking

  • Data-driven adjustments

Monitoring ensures coherence and responsiveness.

4.3 Institutionalisation Phase: Sustaining and Normalising the Change

4.3.1 Embedding Bilingualism into School Culture

Strategic leaders must nurture a school identity that celebrates multilingualism.
This involves:

  • Visible bilingual signage

  • Bilingual assemblies and school events

  • Normalising Kreol Morisien as an academic language

4.3.2 Policy Integration and Long-Term Stability

For reforms to endure, they must be institutionalised through:

  • Long-term MOI policy documents

  • Budget allocations for materials and training

  • Inclusion in teacher evaluation frameworks

  • Continuous curriculum review cycles

4.3.3 Developing Professional Learning Communities (PLCs)

Fullan (2007) emphasises the importance of collaborative cultures.
PLCs enable teachers to refine bilingual practices, share successes, and collectively problem-solve.

4.3.4 Scaling Up and System Coherence

Sustainability requires coordination between:

  • Ministry policies

  • National curriculum bodies

  • Teacher training institutions

  • School leadership teams

System coherence ensures that bilingual MOI becomes a normalised and effective instructional reality, not a temporary initiative.

5. Challenges and Mitigation Strategies

5.1 Linguistic and Ideological Resistance

Some stakeholders may perceive Kreol Morisien as less “prestigious” than English.
Leadership must use evidence to counter misconceptions and communicate the equity and cognitive benefits.

5.2 Teacher Preparedness

Limited teacher proficiency or confidence in Kreol Morisien may pose barriers.
Ongoing training and coaching are essential.

5.3 Curriculum Complexity

Translating and adapting materials require significant time and resources.
Pilot testing and phased rollouts are recommended.

5.4 Assessment Alignment

If high-stakes assessments remain English-only, reform will lose credibility.
Assessment policy must evolve in parallel.

6. Conclusion

Strategic curriculum leadership, informed by Fullan’s Educational Change Model, provides a powerful frame for implementing bilingual MOI reform. For low-ability learners, bilingual instruction can democratise access to learning, improve comprehension, and support literacy development. However, such gains depend on strong instructional leadership, teacher capacity-building, community engagement, and long-term institutionalisation. In Mauritius and similar multilingual contexts, bilingual education is not merely a linguistic shift—it is an equity-driven transformation requiring coherent and sustained leadership.

References

  • Adone, D., & Baker, P. (2018). Kreol Morisien and language education in Mauritius. Routledge.
  • Bush, T. (2018). Leadership and Management in Education. Sage.
  • Cummins, J. (2000). Language, Power, and Pedagogy. Multilingual Matters.
  • Fullan, M. (2007). The New Meaning of Educational Change (4th ed.). Teachers College Press.
  • Fullan, M. (2021). Leading in a Culture of Change (Updated ed.). Jossey-Bass.
  • García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
  • Glatthorn, A., Jailall, J., & Jailall, G. (2017). The Principal as Curriculum Leader: Shaping What Is Taught and Tested (3rd ed.). Corwin.
  • Heugh, K. (2011). Theory and Practice in Language Education in Africa. Cambridge University Press.
  • UNESCO. (2016). If You Don’t Understand, How Can You Learn? Global Education Monitoring Report Policy Paper.