This course is designed to equip Postgraduate Diploma in Education teacher trainees with advanced pedagogical knowledge, practical instructional competencies, digital teaching skills, and reflective professional dispositions required for effective teaching of Indigenous Languages in Kenyan Junior Secondary Schools under the Competency-Based Education and Training (CBET) framework. The course prepares teachers to preserve and promote Kenya's linguistic and cultural heritage through learner-centered, inclusive, multilingual, and technology-enhanced pedagogies. It emphasizes competency-based curriculum implementation, authentic assessment, integration of digital resources, culturally responsive teaching, language documentation, community engagement, and reflective practice to develop learners' communication, critical thinking, creativity, collaboration, citizenship, and lifelong learning competencies.

CLO 1: Evaluate theories, principles, curriculum frameworks, and evidence-based pedagogical approaches underpinning the teaching and learning of Indigenous Languages within Kenya's Competency-Based Education and Training framework. 

CLO 2: Design learner-centered, culturally responsive, inclusive, and technology-enhanced Indigenous Language lessons that promote language proficiency, cultural identity, and competency development. 

CLO 3: Apply appropriate instructional strategies, authentic assessment techniques, multilingual pedagogies, and community-based learning approaches to facilitate meaningful acquisition and use of Indigenous Languages in authentic contexts.

CLO 4:  Demonstrate reflective professional practice, ethical responsibility, innovation, and continuous improvement in planning, teaching, assessing, and promoting Indigenous Languages for sustainable cultural preservation and lifelong learning.

Foundations of Teaching Indigenous Languages: philosophy of Indigenous Language education, language policy in Kenya, Competency-Based Education and Training (CBET), Junior Secondary curriculum designs, language acquisition theories, sociolinguistics, multilingual education, mother-tongue education, the relationship between language and culture, Indigenous Knowledge Systems, and teacher professional standards; Learner-Centred Pedagogies in Indigenous Language Teaching: competency-based pedagogy, Communicative Language Teaching, Task-Based Language Teaching, inquiry learning, collaborative learning, storytelling, role-play, project-based learning, language games, language immersion, and reflective learning;Teaching Listening, Speaking, Reading and Writing Skills:listening comprehension, oral communication, reading strategies, writing processes, vocabulary development, grammar instruction, pronunciation, language fluency, language accuracy, and functional language use; Teaching Indigenous Literature and Oral Traditions:oral narratives, folktales, proverbs, riddles, songs, poetry, myths, legends, cultural performances, Indigenous literary texts, and creative interpretation; Culturally Responsive and Inclusive Language Teaching: inclusive education, Universal Design for Learning, differentiated instruction, gender-responsive pedagogy, learner diversity, special educational needs, intercultural competence, language attitudes, cultural sensitivity, and positive classroom climate;Digital Pedagogy and Technology Integration in Indigenous Languages:ICT integration, AI-assisted language learning, digital storytelling, audio and video production, multimedia language resources, online collaboration, language learning applications, digital archives, digital citizenship, and cyber safety; Assessment in Indigenous Language Education: Assessment for Learning, Assessment as Learning, Assessment of Learning, oral assessments, reading assessments, writing assessments, observation schedules, rubrics, portfolios, peer assessment, self-assessment, and feedback strategies.; Instructional Resource Development and Language Documentation: instructional material design, print resources, audio resources, video resources, community resource mapping, Indigenous Knowledge documentation, lexicography, corpus development, Open Educational Resources, and resource evaluation; Community-Based Learning and Indigenous Knowledge Systems: Indigenous Knowledge Systems, community participation, language preservation, cultural heritage, service learning, experiential learning, field-based learning, community resource persons, ethical research, and cultural documentation; Professional Practice, Reflective Teaching and Innovation: professional ethics and standards for teachers, reflective teaching and action research, Professional Learning Communities (PLCs), mentorship and coaching, educational leadership in language education, innovation and emerging trends in Indigenous Language teaching, school–community partnerships, teacher professional portfolios, Continuous Professional Development (CPD), quality assurance in Competency-Based Education and Training (CBET), policy and legal frameworks for Indigenous Languages in Kenya, and career development and lifelong learning.