Abstract
This paper argues that the policy issues facing governments in multiethnic and multilingual states are sometimes so acute as to provoke resistance and even open hostility. Yet they are glossed over by international aid agencies. It discusses how societies have become multiethnic/lingual; explains the relationships and perceptions between minority and majority groups; and then identifies some of the dilemmas that face educational policy makers. In some instances it matters little which policy is pursued; problems are inevitable. However, whether or not policies are pragmatic or provocative, they are generally designed to favour particular ethnic or linguistic groups. The paper concludes by urging international bodies to take greater cognisance of the language problems facing most developing countries especially when implementing aid projects.
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