This conceptual paper explores the need for contextualised STEM resources such as open-access videos and multilingual picture dictionaries in South African Foundation Phase classrooms to address the unique challenges posed by the country’s multilingual landscape. In classrooms where most learners encounter complex scientific terminology in English—often their second or third language—visual aids, such as labelled diagrammes and step-by-step video demonstrations, and simplified definitions, like age-appropriate glossaries or bilingual key term explanations, become vital for meaning-making.

The research draws on the social constructivist theory and the Universal Design for Learning (UDL) framework, emphasising the importance of scaffolding and adaptability in educational practices. The study employs Participatory Action Learning and Action Research (PALAR) as its methodology, facilitating collaborative inquiry among pre-service and in-service teachers, speech therapy students, and interdisciplinary academics. Through iterative cycles of reflection, planning, and action, the project engages participants in structured action learning group sessions, collaborative resource design sessions, and classroom reflection activities. Each cycle begins with identifying specific challenges, followed by co-developing resources and evaluating their application in real-world settings. The data generated include visual and arts-based activities such as collages, photovoice, object medley and reflective journal entries based on provided prompts, and analysed through content analysis. Initial outcomes include the creation of bilingual glossaries and interactive visual aids, which have shown promise in enhancing learner comprehension and teacher confidence.

The preliminary findings suggest integrating multilingual and visual resources enhances comprehension, engagement, and confidence in early science education. Reflective practices and using digital tools also enable teachers to refine their methodologies, adapt resources to classroom contexts, and engage in ongoing professional development. By situating language as a culturally situated tool for learning, the study aligns with Vygotsky's emphasis on co-constructing knowledge through social interaction.

This initiative can be highly relevant in addressing the systemic inequities persisting in the South African education system. By providing culturally responsive teaching strategies, the project contributes to improved scientific literacy and supports teachers in overcoming the barriers of linguistic diversity in the classroom. This work highlights the transformative potential of contextualised STEM resources to advance inclusion, multilingualism, and equitable access to quality education. Furthermore, integrating these resources with speech therapy services underscores their importance in fostering holistic learner development. As such, the project aligns with broader educational imperatives and contributes to achieving the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) by enhancing access to culturally responsive teaching resources and SDG 10 (Reduced Inequalities) by addressing linguistic barriers and promoting equitable learning opportunities in diverse classrooms. This work advocates for contextualised STEM resources as transformative tools, enhancing learning outcomes, supporting speech therapy services, and contributing to South Africa’s educational imperatives.

Keywords: Early childhood education, Multilingual pedagogy, Sustainable educational innovation, Language and speech therapy, Science literacy.