The Role of English in Individual and Societal Development: A View from African Classrooms

Abstract

This article discusses sociocultural and other theoretical aspects of the language-in-education debate in the light of their practical implications for language policy and teacher education in linguistically diverse school settings. We draw on studies carried out in African classrooms where subjects such as science were being taught via English, an L2 for most learners. Studies indicate that code switching offers an economical resource for constructing meaning in classrooms where teachers and learners can use the same home or local language. Language use within the classroom is thus seen in terms of the need to communicate meaning with the goal of ensuring access to knowledge and thereby fostering individual development. We suggest that meaningful learning contexts are likely to increase the motivation to learn English, ultimately fostering societal development within the larger global context. The article concludes with a call for the TESOL field to identify the full potential of code switching and categorize its functions so that teachers may be helped to use it purposefully.