Linguistic Reconstruction of Post-Colonial South Africa and Lesotho: English Dominance Dilemma

Abstract

Language was one of the tools used by colonialists in destroying the heritage of African nations. Yet, there is limited research on how African nations have linguistically faired post their independence. The purpose of this paper is to assess the endeavors of two neighboring African governments, South Africa and Lesotho, in the post-colonial era to linguistically reconstruct their nations. Qualitative data were collected through a comparative analysis of these two countries’ constitutions, with a focus on language rights and language in education. The data analyses were conducted using the language planning theory to evaluate how available policies enhance the position of previously marginalized African languages. The results revealed that whilst South Africa has a linguistic diversity challenge and Lesotho a language homogeneity advantage, they both still retain a colonial language, English. The international status of English has resulted in it retaining its colonial dominance as a lingua franca, a language of economy, politics and education. There is still more work that needs to be done by African nations to redress the past oppressive policies that devalued their languages. Education should be given priority as a vehicle to revitalize and intellectualize African languages and liberating Africa from its dependency on colonial languages, whilst also promoting multilingualism.