Multilingual examinations: towards a schema of politicization of language in end of high school examinations in sub-Saharan Africa

In many countries of sub-Saharan Africa, the release of each year’s results for the end of high school examinations heralds an annual ritual of public commentary on the poor state of national education systems. However, the exoglossic/monolingual language regime for these examinations is infrequently acknowledged as contributing to the dismal performance of students. Even less attended to is the manner in which the language of examinations, through shaping students’ performances, may be exacerbating social inequalities. This article politicizes the language of examinations in the region in the hope of generating policy and research interest in what is arguably an insidious source of inequality. The article makes three arguments. Firstly, it is argued that current exoglossic/monolingual practices in these examinations constitute a set of sociolinguistic aberrations, with demonstrable negative effects on students’ performance. Secondly, it is argued that the gravity of these paradoxical sociolinguistic disarticulations is better appreciated when their social ramifications are viewed in terms of structural violence and social inequality. Thirdly, in considering how to evolve a more socially equitable examination language regime, it is argued that the notion of consequential validity in testing positions translanguaging as a more ecologically valid model of language use in examinations

Globalization and the Role of African Languages for Development

Indigenous African languages are largely eliminated, and marginalized from use. Instead of investing in and using their linguistic, cultural, and human potential, African governments and the elite still continue to channel away their resources and energies into learning 'imperial' languages that are used by a tiny minority of the populations. Against the backdrop of constraining global forces, and Africa's internal problems (wars, repression, and general economic misery), this paper argues that African languages could be the most critical element for Africa's survival, and cultural, educational and economic development. In order for this to happen, however, Africa must invest in this sector of 'cultural economy' as much as it does (should do) in the 'material economy', since both spheres are interrelated and impact on each other