Abstract
This article explores and discusses one of the main findings of the author’s recent dissertation, namely that parents’ and pupils’ choice of language of instruction in formal schooling depends on its social prestige. The author first reviews the latest research on language in education in sub-Saharan Africa, and asks why indigenous languages are so rarely used in formal schooling in this region, despite political demands for their greater use and ample scientific research showing their positive effects. Burkina Faso exemplifies this seemingly contradictory situation. Indigenous languages and French are complementary in formal and non-formal schooling as well as in areas of informal education; however, a closer look at the areas of application of each language reveals that indigenous languages have lower prestige than French, as well as lower expected and required outcomes. This is one possible explanation for the low usage rates of indigenous languages in formal schooling and reveals the extent to which the choice of language of instruction depends on its social prestige.
Highlights
UNESCO’s designation indicates that the persistent discrepancy between the multitude of languages spoken globally and the few that dominate in schools is still a major topic of discussion in various contexts
The choice of language of instruction in formal education is one of many factors considered in discussions of language diversity and multilingual societies
The two main sections of this article are based on interviews conducted with representatives of all levels of formal schooling as well as actors in the fields of non-formal education and informal learning
Summary
The United Nations Educational, Scientific and Cultural Organization (UNESCO) designated 2019 as the “International Year of Indigenous Languages” (UNESCO 2019). UNESCO’s designation indicates that the persistent discrepancy between the multitude of languages spoken globally and the few that dominate in schools is still a major topic of discussion in various contexts (e.g. the media: see Tiao 2015; education policy: see Ramachandran 2017; culture and development: see Trudell 2016). The two main sections of this article are based on interviews conducted with representatives of all levels of formal schooling as well as actors in the fields of non-formal education and informal learning. An analysis of the debate reveals six primary factors at work Some authors, such as Birgit Brock-Utne (2001) and Lydia Nyati-Saleshando (2011), emphasise the psychological advantages of using indigenous languages at school. Based on observations of language practice in schools and different forms of public discourse, it becomes clear that indigenous languages are considered less prestigious than French in Burkina Faso. They are primarily associated with rural, educationally disadvantaged milieux. The identification of authorities and (groups of) individuals forms the basis for the selection of interview partners
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