Botswana develops Language Policy
Teacher aides for so-called minority languages such as Sekgalagadi, Seyei, Sekalaka and Sihumbukushu appointed
Developing a Language Policy that will be implemented in all schools across Botswana will ensure that even the so-called minority languages are used in teaching in the country.
Vice President Slumber Tsogwane told Parliament that it would also ensure that teaching in home language is introduced at primary school level. Tsgowane explained that the Language Policy on Education forms part of the preparatory work on the development of the policy. “Stakeholders including education department heads, dikgosi, parents, school heads and teachers were engaged on fact-finding surveys regarding the introduction of mother tongue teaching in schools,” the VP said.
Tsogwane was responding to Member of Parliament for Ngamiland, Carter Hikuama, who had wanted to know how far Government was in developing a Policy that would make mother tongue instruction in schools compulsory, following the stakeholders’ engagements held in the past few years. In March last year, the Ministry of Basic Education in conjunction with the University of Botswana’s Department of African Languages held a consultative stakeholders’ seminar in efforts to include different stakeholders in the fact-finding survey on how to introduce mother tongue learning. Part of this research is the development of orthography (a set of systems for written language), to assist in making learning material and training teachers. Subsequent to the seminar, stakeholders conducted extensive research on mother tongue learning, to figure out the challenges and opportunities, as well as make a recommendation on the implementation roll-out and possible Policy development that encourages a multi-cultural and multi-language teaching model. This forms part of continued efforts by the United Nations (UN) to encourage inculcation of mother tongue learning in schools.
According to the UN, mother tongue instruction and learning plays a pivotal role in quality education. On Mother Language day, which was commemorated on 21 February, the UN said it is imperative for children from linguistic minority communities to be taught in school in their mother tongue. While Botswana is still working on the Policy, the Ministry of Basic Education has already introduced teacher aides in areas where so-called minority languages such as Afrikaans, Sekgalagadi, Seyei, Sekalaka and Sihumbukushu are widely spoken, to make it easier for the primary school learners to grasp the basic concepts of foundational learning. UN special rapporteur (independent expert) on minority languages Fernand de Varennes said mother tongue learning was not only important for inclusive quality education, but it is also necessary as a form of respect of the human rights of all children. He also said there were far-reaching consequential benefits of mother tongue learning. “Education in mother tongue, combined with quality teaching in the official language, is cost-effective in the long-term, reduces drop-out rates, leads to better academic results, improves levels of fluency and literacy, and leads to improved community involvement.”