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Raymond Mopoho

Abstract

The implementation of language policies by African countries after independence was very similar to what prevailed in the colonial era in that its centerpiece was the promotion of European languages, to the exclusion of native languages. The official rationale for such policies was political and economic in nature: In a multiethnic context, imposing a foreign language would promote national unity and foster the acquisition of the technical know-how necessary for development. Such a policy was characterized by several weaknesses. In its implementation, for many years, the school system seemed content with being a graduate generating machine, with little attention being paid to the actual role to be played by these diploma holders in developing their immediate environment. Furthermore, governments appeared to ignore or to be unaware of the perverse effects of foreign educational aid that mainly promoted foreign languages, cultures and values. As the flaws of this language policy became obvious, various language-planning models were put forward for a better harmonization between education and development. This article argues that an effective model should be grounded in a structural-historical approach, which takes into account any relevant factors that determine both individual and collective choices, as well as government policies. Such an approach would emphasize the link between language policies, economic development issues, and social changes, and thus lead to a language-planning model that promotes development.

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