In 2022, the Botswana Government adopted a Languages in Education Policy, introducing 13 local languages in lower primary schools from Reception to Standard two. However, the absence of a dedicated and enabling curriculum for training teachers in these languages at existing teacher training colleges posed practical and logistical challenges. To address this, the government opted for in-service training for local languages teachers. This option raised several practical and theoretical issues such as the question that in-service training could not be as comprehensive as pre-service training. This could potentially leave these languages teachers underprepared, and resources allocated for training and materials could be complex and costly. The article will argue for the need to develop a robust curriculum that will be inclusive of diverse ethnic languages and cultural needs that will ensure teachers' linguistic and pedagogical proficiency in both the local language to overcome challenges that will arise. Further, the article will argue that balancing local language promotion with national and international language education requirements is crucial for enabling learners to face barriers that are inherent in the pedagogy of the subject contents. To mitigate these curriculum challenges, the article presents arguments for a comprehensive local languages curriculum for pre-service teacher training to be developed. Further, the argument that will be made is that with adequate resources for teaching materials and training programmes, there will be a need to allocate continuous professional development for in-service teachers. Related to that, there is need to establish a monitoring and evaluation mechanism for the programme, and that local communities should be involved in the development and implementation process. These interventions will enable the successful implementation of the Languages in Education Policy, and will promote a more inclusive and linguistically rich curriculum in Botswana.

Keywords: languages of Botswana, languages policy, teacher training, in-service, inclusive curriculum

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