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
