As the most populous African nation, with one of the most diverse, and problematic, ethnolinguistic profiles in the world, Nigeria provides a case study for the potential introduction of indigenous... Show moreAs the most populous African nation, with one of the most diverse, and problematic, ethnolinguistic profiles in the world, Nigeria provides a case study for the potential introduction of indigenous languages in (higher)education delivery in once colonised territories. We argue that increased enrolment in higher education will become necessary for Nigeria to attain its developmental goals. We then discuss the limits to what the Nigerian educational system can be expected to achieve using English as the medium of instruction. Once these limits are surpassed, the gradual addition of a limited number of Nigerian languages will become inevitable. We propose to make use of a distinction between languages as designed (or intellectualized) and languages as discerned, inspired by the terminology of ‘Ausbau’ and ‘Abstand’ languages as used by Kloss. The article briefly reviews the complex linguistic makeup of Nigeria and outlines a number of principles that could guide rational language choices in this area, such as ease of acquisition and inclusivity. It ends with suggesting a number of concrete steps that should be taken over the coming years in order to make the introduction of indigenous languages into higher education in Nigeria a practicalpossibility. Show less
Now that the goal of universal primary education has been achieved in Ghana, the nation’s aim is to expand higher education as a key to development. We argue that this expansion will necessitate... Show moreNow that the goal of universal primary education has been achieved in Ghana, the nation’s aim is to expand higher education as a key to development. We argue that this expansion will necessitate the gradual addition of Ghanaian languages as a medium of instruction. We innovatively explain why this is so by comparing the achievements of the Ghanaian education system with one of the best education systems in the world. We use the conceptual distinction between ‘discerned’ and ‘designed’ languages to discuss the problem of which languages to choose. We propose five scientific principles that could guide the introduction of Ghanaian languages and suggest concrete steps that could be taken over the coming years to make the transition practically possible. As such, we present a way of looking at using indigenous languages as a medium of instruction that has relevance for other African countries as well. Show less
The content of education and the medium in which it is delivered are generally seen as two different things: a curriculum that is in need of being “decolonised” can still be delivered in a colonial... Show moreThe content of education and the medium in which it is delivered are generally seen as two different things: a curriculum that is in need of being “decolonised” can still be delivered in a colonial language. Likewise, a curriculum that is colonial in nature could in theory be delivered in any medium of instruction. This article argues that, seen from a macro perspective, this belief is incorrect. In African settings (and probably elsewhere as well), the medium of instruction and the content of that instruction are intricately linked. Evolution towards a decolonial educational system has to include a change in the medium of instruction if it is to be successful. Show less
This chapter examines specifics of African contexts relevant for teaching in multilingual and multicultural environments. It starts with basics, pointing to a toxic cocktail of ideas that may have... Show moreThis chapter examines specifics of African contexts relevant for teaching in multilingual and multicultural environments. It starts with basics, pointing to a toxic cocktail of ideas that may have value in the North, but is counterproductive in Africa. Thus, it examines ideas of ‘language’ as applied to Africa proposing to distinguish between discerned and designed languages. If participation in education increases a tran-sition to using a limited number of designed languages as medium of instruction will become necessary and possible. This will overcome the current diglossic situation dominated by former colonial languages. On culture, the chapter proposes a non-essentialist definition. Recent research shows that the old ‘tribal’ categories have lost their meaning in many (though not all) parts of Africa. An appreciation is needed of the new cultural traditions that are emerging on the continent. Understanding Africa’s specificity will lead to a new research agenda and to new ideas on what teaching and learning in Africa’s multilingual and multicultural environments mean. Show less
This book starts with Vansina, who holds that old cultural traditions in Africa have been destroyed, but that new ones are emerging. With Prah, the study argues that a key role is played by... Show moreThis book starts with Vansina, who holds that old cultural traditions in Africa have been destroyed, but that new ones are emerging. With Prah, the study argues that a key role is played by education, which has to be based on African languages and values. Using a new quantitative comparative analysis, the study shows that maintaining former colonial languages as medium of instruction will become impossible to sustain. Over the next decade, some African countries will have to transition to African languages. The issue of language choice has vexed researchers and policymakers. The study shows how all over the world, designed languages serve speakers of several discerned languages. This solution could also be used in Africa, as demonstrated through six brief case studies. African languages in education will bolster the new, decolonised cultural traditions already taking shape on the continent. Show less
Oloruntoba-Oju, T.; Pinxteren, L.M.C. van; Schmied, J. 2022
The bulk of the book is based on papers presented during two virtual conferences hosted by the University of Leiden (Netherlands) in 2021. At the Africa Knows! Conference, a panel was devoted to ... Show moreThe bulk of the book is based on papers presented during two virtual conferences hosted by the University of Leiden (Netherlands) in 2021. At the Africa Knows! Conference, a panel was devoted to ‘The language issue and knowledge communication in Africa.’ It was initiated by the Universities of Ilorin (Nigeria) and Chemnitz (Germany). The papers by Eleshin, Oloruntoba-Oju, Sanon-Ouattara, Van Pinxteren, and Zatolokina were all first presented at this panel, before being peer-reviewed for this volume. The central theme of the conference was the decolonization of Africa’s knowledge production and related processes. The second conference was the 10th World Congress on African Languages and Linguistics (WOCAL) in June, where a workshop took place under the auspices of the Edinburgh Circle on the Promotion of African Languages, entitled ‘Let’s turn to policy.’ The papers by Alfredo, Dissake, and Nguere and Smith were also first presented during this workshop before being peer-reviewed for this volume. In general, the position taken by the editors is that using indigenous languages in education can make an important contribution to national development as well as to personal empowerment. Africa is characterised in part by its continued use of former colonial languages in education. However, sixty years after independence, it seems high time to question this colonial heritage. In the context of global and digital communication today, old African values of multilingualism and culture-specific communicative strategies should not be neglected, but revalued and revived in new ways. We do not deny the importance of a good command of international languages. However, this should not be at the expense of indigenous languages. The introduction to the book argues that a transition towards increased use of African languages in formal domains will not only be necessary and practically possible, it will become inevitable. Show less
The discussion on decolonising the mind and turning to African indigenous knowledge tends to construct a contradiction between the ‘colonial’ (bad) and the ‘decolonial’ (good), as well as between... Show moreThe discussion on decolonising the mind and turning to African indigenous knowledge tends to construct a contradiction between the ‘colonial’ (bad) and the ‘decolonial’ (good), as well as between the ‘foreign’ (bad) and the ‘indigenous’ (good). However, independent African thinkers have never shied away from taking in elements from abroad into their thinking and have always tried to marry the best elements of indigenous and foreign insights. One therefore wonders if the discussion should not be framed differently: as an examination of which ideas can be seen as empowering, in terms of increasing African agency, and which ideas instead can be seen as disempowering, or inhibiting African agency. This chapter discusses a number of such ideas in two key related areas, the areas of culture and language. In the area of culture, it argues in favour of a view of cultures as value systems that serve as common points of reference to a people. It argues that with such a view and the methods of cross-cultural psychology it is possible in principle to chart new developments in the area of culture in Africa and to devise new policies taking those developments into account. In the area of language, the chapter attacks the idea that all 2,000 living languages counted in Africa need to be treated in the same way. It shows that this idea paralyzes the debate and proposes instead a distinction between ‘discerned’ and ‘designed’ languages. It proposes five principles that would enable increased use of a limited number of African languages in more and more domains. Show less
Oloruntoba-Oju, T.; Pinxteren, L.M.C. van; Schmied, J. 2022
This paper reviews the major arguments used over the years in favour of mother-tongue instruction in Africa. It analyses the reasons that have been given for the lack of progress made. It suggests... Show moreThis paper reviews the major arguments used over the years in favour of mother-tongue instruction in Africa. It analyses the reasons that have been given for the lack of progress made. It suggests that the current Western paradigms obstruct a view of current and expected developments in this area. It offers a new analysis, based on the evolution of enrolment rates in education. The paper argues that in the next decade or so, a transition to using African languages more at all levels of education will become unavoidable. Show less
Where other authors have argued for the need for using indigenous languages ineducation in Botswana on human rights or efficiency grounds, this article argues for this need foreconomic reasons, in... Show moreWhere other authors have argued for the need for using indigenous languages ineducation in Botswana on human rights or efficiency grounds, this article argues for this need foreconomic reasons, in line with the country’s vision for 2036. Further increases in enrolment in highereducation will mean that the country’s education system is stretched beyond its capacities, as shownby benchmarking Botswana’s educational system against that of Estonia’s. A transition towardsindigenous languages is practical by using the proposed concepts of discerned and designedlanguages. However, it should be based on five key principles, which are introduced in the article.Based on a new discussion of ease and difficulty of language learning, these principles are appliedto the Botswanan situation. The article concludes that Setswana could be developed as a medium ofinstruction for the great majority of people in Botswana, but that a special position is justified for theKhoisan languages. The article ends by suggesting a number of concrete steps that should be takenover the coming years in order to make such a transition a practical possibility. Show less
Pinxteren, L.M.C. van; Emirhafizović, M.; Dailidienė, I.; Figurek, A.; Hălbac-Cotoară-Zamfir, R.; Mętrak, M. 2020
We examined existing problems relevant for education in global drylands and discuss their potential solutions in four fields, crucial for properly functioning educational systems: (a) response to... Show moreWe examined existing problems relevant for education in global drylands and discuss their potential solutions in four fields, crucial for properly functioning educational systems: (a) response to low population densities, (b) governance, (c) language of instruction and (d) mismatch between education and the labour market. Our analysis leads us to the formulation of nine policy recommendations that may help create an educational system that strengthens resilience of dryland communities in the face of ongoing climate change. Our recommendations underline the necessity to combine systemic solutions with bottom-up ideas and extrinsic help coming from involvement of diaspora and non-governmental organizations. Show less
Africa is a continent of considerable cultural diversity. This diversity does not necessarily run in parallel to the national boundaries that were created in Africa in the colonial period. However,... Show moreAfrica is a continent of considerable cultural diversity. This diversity does not necessarily run in parallel to the national boundaries that were created in Africa in the colonial period. However, decades of nation building in Africa must have made their mark. Is it possible nowadays to distinguish national cultures in Africa, or are the traditional ethnolinguistic distinctions more important? This article uses an approach developed in cross-cultural psychology to examine these questions. In 2012, Minkov and Hofstede published an article in this journal analyzing World Values Survey data from seven countries in Sub-Saharan Africa at the level of subnational administrative regions. They argued that national culture is also a meaningful concept in this region. This study reexamines the matter. It uses an innovative approach, looking at ethnolinguistic groups instead of at administrative regions and using the much more extensive Afrobarometer survey data set. It finds that although the Minkov/Hofstede study still has merit, the picture is more nuanced in several important ways. There is not one pattern that adequately describes the situation in the whole of Africa. Show less
