Future trajectories for multilingual education in Africa: longer-term policy options
- Editor(s):
- Löhr, D.; Ojongnkpot, C.O.B.; Oloruntoba-Oju, T., Pinxteren, L.M.C. van; Yussuf, A.
Abstract
According to UNESCO (2003: 18), multilingual education can make mother tongue instruction possible while providing at the same time the acquisition of languages used in larger areas of the country and the world. In the African context, advocating for multilingual education means using at least one African
language as the initial medium of instruction, preparing for a switch to another language later on. Here, I will ask the question how sustainable such a strategy will prove to be for the longer term, as enrolment levels in secondary and higher education increase on the continent. I argue that the current multilingual models, which involve a switch from an African language as medium of instruction to a former colonial language will become increasingly problematic.
The argument is supported by an examination of educational systems in other parts of the world. This leads to the conclusion that there is need for a model for multilingual education that is based on African languages as medium of instruction at all levels of education; other languages will in future be taught as subjects. However, which African languages should be chosen as medium of instruction, using which rationale? I argue that rational and practical choices are possible. For the longer term, a transition from the current models will be needed; implementing this will require more research, leading to an increased role for linguists in this area.
