“…These narratives draw the line between the medium of instruction and decolonization, as expressed by Constantino decades ago, are now becoming part of the discourse in other countries, particularly in those that experienced colonization (Agbedo et al, 2012;Agyekum, 2018;Altobbai, 2020;Brinkman, 2022;Dascomb, 2019;Decena, 2014;Degraff, 2019;Iseke-Barnes, 2008;Khepera, 2020;Lemberg, 2018;Msila, 2019;Pennycook & Makoni, 2020;Posada-Ortiz & Castañeda-Peña, 2021;Poudel et al, 2022;Rashid, 2021;Rodrigues et al, 2019;Salaün, 2013;Sellin, 1991;Shakib, 2011;Smith, 2016;Thiongʼo, 1998). It is interesting to note that a consensus is being established that argues the critical role being played by the language used in formal education setup in the attempt at decolonization.…”