Breaking the English Language Barrier with Interactive Learning

Lensa is a 17-year-old, bright and determined student from Midega Tola in East Hararghe. As the eldest of seven children, she has always carried more than her share of responsibility, and expectation. Her father, a high school teacher, is more than a parent. He is her mentor, her guide, and her most trusted advisor. He encourages her to pursue opportunities that were once beyond his own reach.

“I see regret in his eyes for the dreams he could not fulfill when he was younger,” Lensa says. “I’ve made it my mission to achieve that success for him.”

Now a Grade 11 Natural Science student with a deep passion for Biology, Lensa dreams of becoming a doctor, not only for herself, but for her family.

When language becomes a barrier

In Ethiopia, students learn in their local language through primary school, while English is taught only as a subject. At the start of secondary school, everything changes: English suddenly becomes the language of instruction. For many students, this shift is overwhelming. Even high-performing learners struggle to grasp complex scientific concepts, not because they lack ability, but because they are forced to learn in a language they have not fully mastered. The result is often a declining performance, reduced confidence, and growing anxiety about the future, and Lensa was no exception. Despite her academic strength, she found herself struggling to keep up. Three years into learning in English, the language still felt foreign.

“We do not have a favorable environment to learn English,” she explains. “Reference books are scarce, and there is no space to practice.”

With the Grade 12 national exams approaching, the gateway to university Lensa felt she was racing against time.

A turning point

Everything began to change when the Akelius Language Course was introduced at her school in Midega Tola. Implemented by SOS Children’s Villages in Ethiopia, with support from SOS Barnbyar and funding from the Akelius Foundation, the initiative introduced a new way of learning, one that moved beyond traditional classrooms. Through tablets and a self-paced digital platform, students like Lensa could finally engage with English in an interactive and meaningful way. Supported by trained facilitators, they learned through videos, music, and gamified exercises that made language learning both accessible and enjoyable.

Finding hope

The change in Lensa was gradual, but profound. What began as a tool to help her pass exams soon became a source of motivation and joy. She started attending school with renewed energy, often returning in the afternoons just to continue learning on the Akelius platform.

“The new approach has improved our attendance,” Lensa says with a smile. “Now, school is a fun place for me.”

After only 246 hours of dedicated learning, Lensa’s improvement is clear. The fear that once overshadowed her ambitions has been replaced with hope. Today, Lensa is better equipped not only to understand her subjects, but to express herself, engage in her studies, and pursue her dream of medical school. And perhaps most importantly, she is one step closer to fulfilling the dream she shares with her father.

About the project

Lensa’s journey reflects a much broader change taking place across her community. The Akelius Language project, launched in January 2025 and set to run through December 2026, is currently being implemented in six schools across the Midega Tola district. What began as an initiative designed to reach 1,500 children over two years has already exceeded expectations within its first year.

More than 1,500 students are now enrolled, surpassing the original target. Nearly half of these learners are girls, highlighting meaningful progress toward equitable access to education. The majority of students are strengthening their English language skills, while others are also benefiting from Arabic language instruction. This rapid uptake reflects not only the scale of need, but also the value that students, families, and schools place on accessible, innovative learning opportunities.

*To respect the person's privacy, their real name has not been used