Unveiling Shortcomings of Bilingual Education in Africa.

By John Nkemnji, Ph.D.*

Introduction

This article explores the challenges within Africa's bilingual education system and advocates for a comprehensive transformation to address these challenges. A condensed version of this article was published in the January 2023 issue of Cameroon Panorama (No. 754, pages 8 and 9). Due to reader demand, rather than a simple reprint, I have chosen to expand on the ideas, address readers' questions, and share them through Pan African Visions, which reaches a broader African audience in both print and digital formats.

The Essence of Education

Education's core purpose is to transmit culture and equip individuals to face life's challenges. Ideally, education is most effective in the learners' indigenous language, fostering survival skills and continuous development. However, the reality in Africa often involves frustrated students receiving unintelligible lectures from pseudo-bilingual educators proficient in one dominant language. The linguistic barrier hinders meaningful education. Some students have recorded amusing and unintelligible utterances from lecturers.

 In Africa, the imperative of transmitting culture and improving the people's way of life makes teaching and learning in the first language essential for development. Unfortunately, what some African countries call bilingual education lacks the essence of their indigenous language and culture. Instead, foreign languages like French, English, German, or Spanish are employed, furthering the interests of foreign nations. This trend is now being extended to languages like Russian and Chinese.

Bilingualism vs. Bilingual Education

Bilingualism and bilingual education are distinct concepts. While Cameroon, like Canada, professes to be bilingual, most African countries undertake Bilingual Education in schools without officially declaring bilingualism. The lack of clarity leads to internal conflicts, as seen in Cameroon's ongoing crisis, where the bilingual system is not balanced. The indiscriminate importation of a euro-centric curriculum during colonialism disrupted Africa's autonomous and self-sufficient trajectory, hindering socioeconomic and academic pursuits.

The African Writers Series (AWS)

The AWS, created post-independence, comprises renowned African authors, male and female, young and old (within and outside the continent), who use foreign-acquired languages like English, French, and Arabic to educate, entertain, and address colonial injustices. Most African secondary school students are compelled to use foreign languages, neglecting indigenous languages like Swahili, Zulu, Yoruba, or Hausa. It is common to hear students who cannot express themselves in an indigenous language speak one or more foreign languages and sometimes a Creole language, which acts as a lingua franca. Most Bilingual education programs do not incorporate a local language alongside the official foreign language. The fear is that some of the local languages may become extinct.

 Colonial Education Agenda

The root cause of Africa's educational crisis lies in indiscriminately adopting a Eurocentric curriculum during colonial times. This article contends that Europe's historical exploitation continues through a systematic educational agenda. Meaningful change is impeded by deep-rooted imperialist power dynamics, even with well-intentioned multinational organizations like the UNO, WHO, UNESCO, ECW, NGOs, and churches not being able to bring about needed change.

 Contemporary Miseducation in Africa

Current educational systems perpetuate a cycle of failure, dependency, and desperation. Leaders must shift their mindset and embrace curricular research to create relevant materials. This article argues that the ineptitude of both traditional and political leaders contributes to the educational, political, and socioeconomic turmoil.

 One would argue that African nations attained independence years ago and should not still blame Europe for their political, socioeconomic, and educational problems. The fact is that independence came with strings attached. African nations are still subjugated to various forms of colonialism and oppression. Most leaders in the colonies continue to maintain the status quo for greedy and myopic reasons. They clamor to remain top elites, even in their old age, and the young students remain subservient, confused, lack critical thought, and continue dancing to the ruling class's dictates—the actions of a few impact the lives of so many in disastrous ways.

Leadership and African Mindset

Leadership inadequacy is partly responsible for the educational turmoil, as the current system focuses on memorization rather than critical thinking. To drive meaningful change, a shift in mentality is crucial. Technology is transforming the world, and Africa must keep pace. The indigenous educational system was destabilized by colonial agents, perpetuated by African leaders for personal gain. Several young Africans have developed impressive devices across diverse fields like medicine, transportation, technology, science, and the arts. These accomplishments were realized by individuals who left formal education, defying conventional college curricula and showcasing abilities that few within the formal educational system can replicate.

Way Forward – Solutions

To address these challenges, educators must decolonize and reform the curriculum, aligning it with the continent's development needs. Collaboration in curricular research is crucial, emphasizing the creation of relevant didactic materials. Africans should hold their leaders accountable and seek solutions that prioritize the continent's interests.

In advocating for comprehensive transformation and reform in bilingual education, it is essential to recognize the value of linguistic diversity. Embracing the study of multiple languages can contribute to a more inclusive and enriching educational experience, fostering a deeper understanding of different cultures and global connectivity.

Conclusion

In its current state, bilingual education in Africa contributes to underdevelopment and encourages a brain drain. Africa must take charge of its educational narrative to create a new humanity and a just world, focusing on collaboration, accountability, and a curriculum that reflects its unique needs. Well-meaning partners from Europe and beyond are essential, but the initiative must come from within.

*Culled from January Issue of PAV Magazine. Dr. John Nkemnji is a Professor Emeritus of education. He is an education and Media consultant and an advocate for a comprehensive transformation of the educational landscape in Africa. The author expresses gratitude to those educators and students who commented on the initial publication. We appreciate further constructive comments.