Why is a gradual transition to Botswana’s languages in higher education necessary? How can it be achieved?

Chebanne, Andy; Pinxteren, Bert van

doi:10.2989/16073614.2021.1981766

Cited by 6 publications

(5 citation statements)

References 16 publications

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“…Prah (2012) has used the analogy with European languages to question the traditional way of discerning languages; instead, he maintains that the actual number of languages in Africa is far lower than the often-quoted number of 2,000 and that in Africa, like in Europe, higher learning could be made accessible to most Africans in a far more limited number of languages. As Chebanne and Van Pinxteren (2021) demonstrate for Botswana, this could also help to bring practical solutions closer for African countries.…”

Section: The Function Of Language In Societymentioning

confidence: 92%

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The “Elephant in the Room”: Why and How Medium of Instruction and Decolonisation of Education are Linked

Pinxteren¹

2022

JCIE

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The content of education and the medium in which it is delivered are generally seen as two different things: a curriculum that is in need of being “decolonised” can still be delivered in a colonial language. Likewise, a curriculum that is colonial in nature could in theory be delivered in any medium of instruction. This article argues that, seen from a macro perspective, this belief is incorrect. In African settings (and probably elsewhere as well), the medium of instruction and the content of that instruction are intricately linked. Evolution towards a decolonial educational system has to include a change in the medium of instruction if it is to be successful.

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Section: The Function Of Language In Societymentioning

confidence: 92%

“…This position is clearly the more practical of the two, even though it does not solve the problem of which languages should be chosen and why. For a discussion that tries to address these problems in the case of Botswana, see Chebanne and Van Pinxteren (2021).…”

Section: Language and Education: The State Of The Debatementioning

confidence: 99%

The “Elephant in the Room”: Why and How Medium of Instruction and Decolonisation of Education are Linked

Pinxteren¹

2022

JCIE

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“…There is some merit to this line of reasoning, but it should not stop the debate, because we believe that it would be entirely feasible (and advantageous to Ghana) to use scientific principles leading to the choice of a much more limited number of languages. To understand that, we make use of the distinction proposed by Chebanne and Van Pinxteren (2021: 391) between discerned and designed languages. They argue that languages can be standardised or intellectualised (designed) in such a way that they can easily be used by those that speak several related (discerned) languages.…”

Section: Why the Addition Of Ghanaian Languages Will Be Needed?mentioning

confidence: 99%

The policy relevance of indigenous languages for higher education in Africa: A Ghanaian perspective

ResCue

Pinxteren

2022

Policy Futures in Education

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Now that the goal of universal primary education has been achieved in Ghana, the nation’s aim is to expand higher education as a key to development. We argue that this expansion will necessitate the gradual addition of Ghanaian languages as a medium of instruction. We innovatively explain why this is so by comparing the achievements of the Ghanaian education system with one of the best education systems in the world. We use the conceptual distinction between ‘discerned’ and ‘designed’ languages to discuss the problem of which languages to choose. We propose five scientific principles that could guide the introduction of Ghanaian languages and suggest concrete steps that could be taken over the coming years to make the transition practically possible. As such, we present a way of looking at using indigenous languages as a medium of instruction that has relevance for other African countries as well.

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“…Furthermore, Botswana's vision for 2036 is to transform the country, built on its indigenous language policy. According to Chebanne and van Pinxteren (2021), introducing indigenous languages is crucial for education and human rights. The authors submitted further that for Botswana and other African nations to reach the status of advanced countries, they must adopt indigenous languages as official communication mediums.…”

Section: Introductionmentioning

confidence: 99%

“…Bilingualism in TVET refers to using two languages, typically the official language and the local or regional mother tongue, as a medium of instruction in TVET programs. Many regions or countries in the African continent are characterised by linguistic diversity, with multiple languages spoken by different ethnic or cultural groups (Chebanne & van Pinxteren, 2021). In such contexts, adopting a bilingual approach in TVET programs acknowledges and values linguistic diversity, allowing learners more access to TVET programs in their mother tongue, their first language of communication and identity.…”

Section: Introductionmentioning

confidence: 99%

Repositioning technical and vocational education and training in Africa for global competitiveness: a bilingual model

Adewale¹

2023

jbpd

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This paper aims to reposition technical and vocational education and training in Africa by modelling the Chinese and Asian Tigers’ bilingual approach. This study used inductive content analysis cum transformative paradigm to identify relevant points constituting the major component of this conceptual paper. In addition, thematic method was also used to organize the identified points into categories and sub-categories. The introduction of the bilingualism approach to TVET programs following eight key stages will be actualised. Researchers are encouraged to conduct experimental empirical studies on Bilingualism in African TVET institutions, and its programs exploring the six stages conceptualised. Adding bilingualism to the TVET program will increase enrollment, make the program easier to get into, and help African countries’ economies grow. A bilingual policy will help many local talents who cannot speak other languages.

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Why is a gradual transition to Botswana’s languages in higher education necessary? How can it be achieved?

Cited by 6 publications

References 16 publications

The “Elephant in the Room”: Why and How Medium of Instruction and Decolonisation of Education are Linked

The “Elephant in the Room”: Why and How Medium of Instruction and Decolonisation of Education are Linked

The policy relevance of indigenous languages for higher education in Africa: A Ghanaian perspective

Repositioning technical and vocational education and training in Africa for global competitiveness: a bilingual model

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