A critique of Botswana’s language policy from a translanguaging perspective

Bagwasi, Mompoloki Mmangaka

doi:10.1080/14664208.2016.1246840

Cited by 17 publications

(6 citation statements)

References 18 publications

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“…Translanguaging practices are found in universities worldwide (Mazak and Carroll 2016). Integrating translanguaging concepts into language planning and language policies could have a positive impact on education in Africa, as it would more accurately reflect the linguistic practices of individuals in the education system, encourage a positive attitude towards multilingualism, and challenge the dominance of former colonial languages in Africa (Bagwasi 2017;Early and Norton 2014;Makalela 2016a;Makalela 2016b;Makoe and McKinney 2014).…”

Section: Research Contextmentioning

confidence: 99%

Attitudes towards English as a Medium of Instruction in Malawian Universities

Reilly

2019

English Academy Review

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Malawi's language-in-education policies have been through numerous changes since the colonial period. In 1996 a policy directive was announced which encouraged the use of the mother tongue in the early stages of education, before transitioning to English. However, this policy was never effectively implemented and, in 2014, an English-only policy was announced. This has resulted in renewed debate around which languages are suitable for use as mediums of instruction in the country. This article will discuss the Malawian language-in-education policy context, with a focus on university education and the prevailing attitudes which students and staff exhibit towards English. This will be done through an analysis of data collected through focus groups and interviews with students and staff in Malawian universities. The results show that, while English is viewed positively and as suitable for use within universities, it is not viewed uncritically and there are complex attitudes towards the language. English skills are viewed as a valuable resource; however, so too are multilingual language skills. Students and staff also display positive attitudes towards the use of a multilingual language policy in the university, suggesting that the recent policy changes in Malawi do not reflect stakeholder attitudes.

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Section: Research Contextmentioning

confidence: 99%

Attitudes towards English as a Medium of Instruction in Malawian Universities

Reilly

2019

English Academy Review

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“…These transformations have been a response to the changing social and economic status of the country as well as the country’s attempt to keep up with global and new trends. Though previous articles (for example, Bagwasi, 2016; Kamwendo, 2008; Meyer et al., 1993; Tabulawa, 2007) have reviewed Botswana’s education policy, this article presents a more holistic and critical picture of the transformations in the Botswana education system than the previous articles. Such a review of Botswana’s education system is necessary not only to ascertain the relevance of the system to its citizenry but also to determine the degree to which it has been informed and shaped by local and global issues.…”

Section: The Need To Review Botswana’s Education Systemmentioning

confidence: 91%

“…The Commission claimed that the basis for the shift was the poor performance of primary school children in English due to the fact that they did not become familiar with it early enough in the learning process (Botswana Government, 1994: 60). However, some observers (see Bagwasi 2016) felt that the reason for the shift and increase in the use of English in schools was a response to the high demand for the English language by the rapidly growing westernized job market in Botswana.…”

Section: Botswana’s Education System: Post-colonialmentioning

confidence: 99%

The major educational policies, models and ideas that have influenced Botswana’s education system

Bagwasi

2018

Policy Futures in Education

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Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.

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“…However, explorations of the practice of translanguaging in the context of Africa are also increasing (cf. Lüpke et al 2021;Madiba 2014;Childs 2016;Guzula et al 2016;Bagwasi 2017;Makalela 2016a;2016b;Erling et al 2021;Makoni & Pennycook 2006; see also Reilly et al 2022;Weidl 2022, this issue). Given the multilingual ecologies within Africa, translanguaging is particularly apt for conceptualising the language practices found on the continent (Makalela 2016a) and, as García et al (2021) write, translanguaging is a way to understand the vast complexity and heterogeneity of language practices, avoiding their conception as problems and their evaluation in the negative terms of the colonial imaginary line that values only those socially situated as being above and making invisible those assigned to being below.…”

Section: Translanguaging In Africamentioning

confidence: 96%

�Languages don�t have bones, so you can just break them�: rethinking multilingualism in education policy and practice in Africa

Reilly¹,

Bagwasi²,

Costley³

et al. 2022

JBA

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Multilingualism is widespread amongst individuals and communities in African countries. However, language-in-education policies across the continent continue to privilege monolingual approaches to language use in the classroom. In this paper we highlight the colonial origins of these monolingual ideologies and discuss the detrimental effects which arise when learners� linguistic repertoires are not welcomed within the education system. We draw attention to major themes within education across a range of contexts: policy vagueness, teachers as policy implementers, and the creation and imposition of boundaries. We advocate for a language-in-education approach which brings the outside in, which welcomes individuals� lived multilingual realities and which values these as resources for learning. We highlight the ways in which translanguaging could represent a positive shift to the way in which multilingual language practices are talked about, and can contribute to decolonising language policy in African contexts. We conclude by calling to action those working on education and policy to ensure that learners and teachers are better supported. We call ultimately for a rethinking of multilingualism.

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A critique of Botswana’s language policy from a translanguaging perspective

Cited by 17 publications

References 18 publications

Attitudes towards English as a Medium of Instruction in Malawian Universities

Attitudes towards English as a Medium of Instruction in Malawian Universities

The major educational policies, models and ideas that have influenced Botswana’s education system

�Languages don�t have bones, so you can just break them�: rethinking multilingualism in education policy and practice in Africa

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