Abstract
This chapter reviews theories appropriate to analyzing the relationship between language choices in education, learning and development in Africa and Asia and addresses the question of why local languages are not used as LoI in most African and some Asian countries. It proposes that an important explanatory factor is the legacy of dependency relationships between Western, developed countries and many countries in the periphery of the post-World War II development axis. Despite sporadic resistance, including the policies of Nyerere in Tanzania in the 1960s and 1970s, the perception in Africa that development is synonymous with emulating Western institutions continues to have relevance for African and Asian education policy in many countries. This creates fertile ground for the extension of global markets for English language curricula and support materials. It will be argued that the theories of Paulo Freire and Amartya Sen could provide a framework for transforming education systems in Africa and Asia so that they are reoriented to the development of local capabilities and the reinforcement of local cultures and languages.
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