The language of instruction in educational systems is a critical factor influencing student comprehension, academic performance, and overall educational success. In Africa, where linguistic diversity is vast, the implementation of language of instruction policies presents significant challenges. This paper explores the complexities of these policies in various African countries, focusing on the gap between policy design and implementation.
Historically, many African nations have inherited language policies rooted in colonial legacies, where former colonial languages, such as English, French, and Portuguese, are often prioritized over indigenous languages. These policies have persisted despite growing evidence that early education in a child’s mother tongue enhances cognitive development and learning outcomes. The paper examines the socio-political and economic factors that contribute to the continued dominance of colonial languages in education and the challenges this poses to implementing policies that promote indigenous languages.
Key challenges in implementing language of instruction policies include inadequate teacher training, a lack of educational resources in local languages, and the marginalization of indigenous languages in official and academic contexts. Additionally, socio-cultural perceptions that associate colonial languages with socio-economic advancement further complicate the adoption of mother-tongue education. These issues result in a disconnect between the policy intentions and the realities of classrooms across Africa.
Through an analysis of case studies from regions such as West Africa, East Africa, and Southern Africa, this paper highlights both the successes and limitations of current approaches. The findings suggest that while there are isolated instances of successful implementation, widespread systemic challenges persist. The paper concludes