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Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners' biology learning outcomes. Despite this prominent goal, learners' scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of literature regarding the way English as the language of instruction and inquiry-based learning strategies affect biology learning in Sub-Saharan Africa secondary schools. The scope of the review included journal articles, books and book chapters published in the period from 2005 to 2020 on the English language of instruction in biology education in Sub-Saharan Africa. We established criteria for first article searches indexed in Scopus, African Journals Online, the Education Resources Information Center, Web of Science and Psych Info as recognised index systems for science education. We considered studies related to the understanding of learners' language backgrounds, language-in-education policy and pedagogical language strategies (practice) that mediate learning. In this case, 53 studies were identified after removing redundancies; 27 studies satisfied the inclusion criteria when screened by key words and abstract and reviewed for eligibility; and only nine were selected after evaluating the full texts. The review analysis suggests that there is a gap in the corpus of literature on what and how pedagogical language strategies should be utilised to support meaningful learning of biology in multilingual settings. Poor learners' academic achievement and conceptual engagement in biology at secondary school level were the main effects reported by the reviewed literature. Less is still known about the effect of the use of inquiry-based learning strategies on learners' conceptual engagement in multilingual biology classrooms. We recommend formulating a clear policy articulation on the use of bilingual instructions in teaching and learning of biology at the secondary school level; assessing teacher and learner performance over pedagogical language strategies; and evaluating the contribution of IBL strategies in addressing language barriers in biology learning for higher order thinking skills in Sub-Saharan Africa secondary schools.

We present the first record of the ant Pheidole megatron Fischer and Fisher, 2013 in Rwanda, a species thought to be endemic to the Malagasy region. Specimens were collected in July 2019, in one of the houses located at Kivumu, in the center of Rwanda. They were first morphologically identified as Pheidole megatron using a recent identification key. Molecular identification through mitochondrial cytochrome oxidase I (COI) confirmed the morphological identification. The Rwanda sample clustered with samples from the Comoros, and it belongs to the group megacephala. Future studies may focus on the biology and ecology of this ant species in Africa. Moreover, we suggest the screening of other African populations of Pheidole megacephala using finer genetic markers with higher mutation rates to clarify the identification and spread of the species. [ABSTRACT FROM AUTHOR]