Abstract
This article explores the place and role of language in the education systems of multicultural and multilingual countries in West Africa that have adopted English (the language of their former colonial masters) as their national official language. Framed around the notion that language is an integral part of culture that can be used to construct and portray human identity—be it at the personal, social, psychosocial, etc., levels—it examines why privileging English as a subject and medium of instruction in the schools poses tremendous challenges. It attributes the problem to the inability of the authorities to formulate national language policies and innovative local language‐based curricular reforms, and calls for innovative measures to boost the curriculum content of indigenous languages that could help learners assert their native influence.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call