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

Abstract

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.

The Futures of English: Introduction from the UK

“…The dominance of English in South Africa is a consequence of colonialism and a symptom of global capitalism. In a field‐defining collection (Gibson & Reilly, 2022) on African multilingualism throughout the Continent, we find that some 40% of the global population do not have access to education in a language they speak or understand. Yet all contributors to the distinguished volume agree that the mother tongue in early years education is the best foundation.…”

“…In a field-defining collection (Gibson & Reilly, 2022) on African multilingualism throughout the Continent, we find that some 40% of the global population do not have access to education in a language they speak or understand.…”