Adebowale Aminat

Language as an important medium in education serves as the bridge through which knowledge is transmitted. The choice of language for dissemination, however, varies across countries, significantly impacting students, the educational system, and national development. While some countries prioritize indigenous languages, some countries continue to use colonial languages such as English, French, or Portuguese in their educational systems. The implications of these choices are far-fetched, offering both advantages and challenges.

Colonial languages, as observed, often dominate educational systems in former colonies. In many African and Asian countries, for instance, English or French is the primary medium of instruction. It has been argued by advocates that these languages provide access to global opportunities and knowledge, which positions students to compete in international markets. Additionally, the use of a colonial language as a lingua franca helps in unifying linguistically diverse populations, which fosters national integration.

The reliance on colonial languages in education, however, can alienate students who are more familiar with their indigenous tongues. The language barrier often creates an additional layer of difficulty for learners, which limits their comprehension and engagement. Take the example of a child in rural Nigeria, English, though the official language of instruction, is not widely spoken in many homes or communities. Children raised in such environments may speak a local language, such as Yoruba, Hausa, or Igbo, as their first language. When they enter school, they are expected to learn and express complex concepts in English—a language they may have encountered only minimally, if at all. This linguistic disconnect makes it difficult for these students to fully engage with the curriculum. For example, a lesson on basic arithmetic taught in English might be confusing for a child who cannot understand the language, even if they are capable of grasping the mathematical concept in their mother tongue.

Similarly, in rural India, where Hindi or English is often used as the medium of instruction, students from communities speaking languages like Telugu, Bengali, or Tamil face similar struggles. The absence of educational materials and teachers proficient in their native tongues means that these children often start their education at a disadvantage. A mathematics problem framed in English or Hindi might be simple in concept but becomes insurmountable due to the language barrier.

The situation is not confined to developing countries. In Canada, Indigenous children attending schools where English or French is the primary medium of instruction often experience cultural and linguistic alienation. These children may find it difficult to succeed academically, as their cultural identity and linguistic background are not reflected in their education. This has contributed to high dropout rates among Indigenous populations in regions where their languages and cultures are marginalized in schools.

The consequences of these language barriers are profound. Students often lose interest in education, leading to high dropout rates, particularly in rural or marginalized communities. Even for those who remain in school, comprehension gaps persist, resulting in lower academic performance and limited future opportunities. This perpetuates cycles of poverty and inequality, as education fails to empower students to reach their potential.

Conversely, countries like Tanzania and Ethiopia have taken intentional and deliberate steps to integrate indigenous languages into their educational curriculum. Studies show that teaching children in their mother tongue during the foundational years significantly improves literacy and cognitive skills. It allows students to better grasp concepts and relate lessons to their everyday experiences. In Tanzania, Swahili is widely used as the medium of instruction in primary schools. This policy ensures that children can learn in a language they already understand, reducing the cognitive load that comes with mastering an unfamiliar language. As a result, Tanzanian students are said to be better at grasping subjects like mathematics and science at an early age. Swahili also serves as a unifying national language, bridging the gap between various ethnic groups while promoting cultural cohesion.

Ethiopia, similarly, has embraced a decentralized approach to education, allowing regions to use their native languages, such as Amharic, Oromo, or Tigrinya, in primary education. Studies in Ethiopia have demonstrated that students who learn in their mother tongues perform better academically in subjects like reading and writing compared to those taught in a second language. This strategy has also helped preserve the linguistic diversity of the country, ensuring that traditional knowledge systems and cultural identities are upheld.

Moreover, the use of indigenous languages in education promotes cultural preservation. The use strengthens a sense of identity and pride among students which ensures that traditional values and knowledge systems are not lost. Economically, the use of indigenous languages can also reduce the costs of importing foreign educational materials, as locally produced materials align better with indigenous languages.

However, challenges exist. The inexistence of standardized orthographies for some languages and the lack of qualified teachers proficient in these languages can also hinder effective implementation. In many cases, the emphasis on indigenous languages also limits students’ ability to compete globally, most especially in fields dominated by colonial languages.

Ultimately, the language of education is more than a tool; it is a reflection of identity, culture, and aspirations. The right choice can empower students, enhance education, and drive national progress.