Issues in introducing indigenous languages in higher education in Africa: the example of Nigeria

As the most populous African nation, with one of the most diverse, and problematic, ethnolinguistic profiles in the world, Nigeria provides a case study for the potential introduction of indigenous languages in (higher)education delivery in once colonised territories. We argue that increased enrolment in higher education will become necessary for Nigeria to attain its developmental goals. We then discuss the limits to what the Nigerian educational system can be expected to achieve using English as the medium of instruction. Once these limits are surpassed, the gradual addition of a limited number of Nigerian languages will become inevitable. We propose to make use of a distinction between languages as designed (or intellectualized) and languages as discerned, inspired by the terminology of ‘Ausbau’ and ‘Abstand’ languages as used by Kloss. The article briefly reviews the complex linguistic makeup of Nigeria and outlines a number of principles that could guide rational language choices in this area, such as ease of acquisition and inclusivity. It ends with suggesting a number of concrete steps that should be taken over the coming years in order to make the introduction of indigenous languages into higher education in Nigeria a practicalpossibility.Language Use in Past and Presen

Language of education and development in Africa: prospects for decolonisation and empowerment

The bulk of the book is based on papers presented during two virtual conferences hosted by the University of Leiden (Netherlands) in 2021. At the Africa Knows! Conference, a panel was devoted to ‘The language issue and knowledge communication in Africa.’ It was initiated by the Universities of Ilorin (Nigeria) and Chemnitz (Germany). The papers by Eleshin, Oloruntoba-Oju, Sanon-Ouattara, Van Pinxteren, and Zatolokina were all first presented at this panel, before being peer-reviewed for this volume. The central theme of the conference was the decolonization of Africa’s knowledge production and related processes. The second conference was the 10th World Congress on African Languages and Linguistics (WOCAL) in June, where a workshop took place under the auspices of the Edinburgh Circle on the Promotion of African Languages, entitled ‘Let’s turn to policy.’ The papers by Alfredo, Dissake, and Nguere and Smith were also first presented during this workshop before being peer-reviewed for this volume. In general, the position taken by the editors is that using indigenous languages in education can make an important contribution to national development as well as to personal empowerment. Africa is characterised in part by its continued use of former colonial languages in education. However, sixty years after independence, it seems high time to question this colonial heritage. In the context of global and digital communication today, old African values of multilingualism and culture-specific communicative strategies should not be neglected, but revalued and revived in new ways. We do not deny the importance of a good command of international languages. However, this should not be at the expense of indigenous languages. The introduction to the book argues that a transition towards increased use of African languages in formal domains will not only be necessary and practically possible, it will become inevitable. bookDescriptive and Comparative Linguistic

Where is Hochnamibian?: A rejoinder to Bjarnesen et al

Descriptive and Comparative Linguistic

Language of education and development in Africa: prospects for decolonisation and empowerment

The bulk of the book is based on papers presented during two virtual conferences hosted by the University of Leiden (Netherlands) in 2021. At the Africa Knows! Conference, a panel was devoted to ‘The language issue and knowledge communication in Africa.’ It was initiated by the Universities of Ilorin (Nigeria) and Chemnitz (Germany). The papers by Eleshin, Oloruntoba-Oju, Sanon-Ouattara, Van Pinxteren, and Zatolokina were all first presented at this panel, before being peer-reviewed for this volume. The central theme of the conference was the decolonization of Africa’s knowledge production and related processes. The second conference was the 10th World Congress on African Languages and Linguistics (WOCAL) in June, where a workshop took place under the auspices of the Edinburgh Circle on the Promotion of African Languages, entitled ‘Let’s turn to policy.’ The papers by Alfredo, Dissake, and Nguere and Smith were also first presented during this workshop before being peer-reviewed for this volume. In general, the position taken by the editors is that using indigenous languages in education can make an important contribution to national development as well as to personal empowerment. Africa is characterised in part by its continued use of former colonial languages in education. However, sixty years after independence, it seems high time to question this colonial heritage. In the context of global and digital communication today, old African values of multilingualism and culture-specific communicative strategies should not be neglected, but revalued and revived in new ways. We do not deny the importance of a good command of international languages. However, this should not be at the expense of indigenous languages. The introduction to the book argues that a transition towards increased use of African languages in formal domains will not only be necessary and practically possible, it will become inevitable. </p

Empowering African Languages: An Introduction

Descriptive and Comparative Linguistic