Language policy, development and translanguaging in Africa

Wells, Karen and Muluneh, G. (2024) Language policy, development and translanguaging in Africa. In: Abebe, T. and Dar, A. and Wells, Karen (eds.) Routledge Handbook of Childhood Studies and Global Development. London, UK & New York, U.S.: Routledge. ISBN 9780367740436. (In Press)

Abstract

This chapter explores language policy in education in African schools. It explores the history of language policy in education since the colonial period and shows how and why the policy of using a colonial language as the Language of Teaching and Learning (LoTL) continued into the postcolonial period. We then turn to translanguaging as a theory of language learning that can address the apparently intractable problem that language policy in education faces in trying to educate students in a language that they, quite literally, do not understand. We describe the theory of translanguaging and its application in a research project in Amhara region, Ethiopia which led to improvements in student experience and learning outcomes. In conclusion we argue that the highly political character of language policy in Sub-Saharan Africa means that it is unlikely that the use of a European language as the LoTL from grade 4 will change in the near future, however some of the disastrous consequences for learning can be addressed through acknowledging children as skilful communicators and encouraging their development of a meta-theory of language as communication which will support them in the learning a new language and subject content.

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