The epistemology of (m)other tongue(s): What does this mean for language in education?

Abstract

Background: The promotion of ‘mother tongue’ is at the core of the global education agenda. Aim: This article explored the problematic nature of the mother tongue concept, and the subsequent effects it has on language use in education. Method: Although the African continent is referred to wherever necessary to indicate this problem’s broadness, South Africa (SA) as one of the most developed African countries was used to contextualise the current study. This article adopted a transdisciplinary approach that intersected the theological and educational disciplines. The biblical text is used as the background for the current research about the concept of mother tongue as viewed within the broader context of language problems in education. Results: This article has argued that the concept of mother tongue and its use in education serves as one of the root problems underpinning South African education’s language challenges. However, this article was not meant to be polemical, but rather, it was intended to stimulate debate on the concept of mother tongue and its use in education. Conclusion: This article was concluded with advocacy towards the adoption of an alternative term to the concept of mother tongue. The term, dominant language (DL), was proposed which seemed to be clearer and more precise in describing what the concept ‘mother tongue’ ambiguously tries to express. Recommendations and policy guidelines were also provided should either the proposed term be adopted or a need arise to explore the mother tongue concept’s continued use.