Abstract
This study examines the first four decades of the one-hundred-and-twenty years old sociolinguistic roles of the French language in Ethiopia. The study covers the period from 1897, when the first bilateral agreements between King Menilik and the then representative of France, Lagarde, were signed, to 1935. It is noted that in this period, which is the heyday of French in Ethiopia, missionaries from France and diplomatic relations between France and Ethiopia have played major roles in popularizing French in Ethiopia's education system and print media. The French language and culture also played pivotal roles in moulding emerging urban and elite culture in Ethiopia. French’s influence may also be observed in the positive attitude, which the Ethiopian urban people have towards the language French. Keywords: Ethiopia, French, history, education, mass media DOI: 10.7176/JCSD/64-01 Publication date: May 31 st 2021
Highlights
It is uncommon to observe in countries of linguistic diversity the interaction of local and foreign languages
Ethiopia has an education system that has been practiced for a long period run by the Ethiopian Orthodox Church and fully supported by the respective community and its economy- where the church schools have been established
It has been started in the early 20th century after the opening of Menilik II school in 1908 (Ibid), “Modern education is believed to be a major factor which allows the introduction and expansion of foreign, European languages in Ethiopia” (Gerencheal & Mishra, 2019:1431)
Summary
It is uncommon to observe in countries of linguistic diversity the interaction of local and foreign languages. Ethiopia is the country where foreign (European and Middle-Eastern) languages such as Portuguese, Arabic, French, Italian, and English (and Greek and Hebrew) play a significant role at one time or the other (Aberra, 1998). These languages are introduced by their speakers for various sociolinguistic functions but mainly as a medium of modern education. These six periods are historically significant and accompanying “major political and ideological changes affect the education system in general, the roles and statuses of foreign languages in particular” (Gerencheal & Mishra, 2019:1432)
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