Mother tongue in schools: Pie in the sky
Lesedi Mkhutshwa | Monday January 17, 2022 06:00
The idea of introducing some indigenous languages in certain schools in Botswana was conceived by the opposition a long time back while the ruling Botswana Democratic Party (BDP) vehemently opposed it. However, in the build up to the 2019 general election, the BDP included the use of some indigenous languages as a medium of instruction in its manifesto. Even after the elections, the BDP made several promises at various platforms telling the nation that mother tongue languages will be used in some schools this year.
Therefore, it was not surprising for the Leader of Opposition (LOO) Dumelang Saleshando to recently take a jab at the BDP during his response to Masisi’ State of the Nation Address that the party was a copycat of opposition ideas since it initially denied the use of mother tongue in schools only to make a U-turn and embrace it. Languages which were set to be introduced in the beginning of this year are Sheyeyi, ThiMbukushu, Ikalanga, Shekgalagari, Chikuhane (Sesubiya), IsiNdebele, Afrikaans, Naro (Sesarwa), Shona, Otjiherero and Sign Language. The languages were supposed to be used from pre-primary level until Standard Two in a bid to allow for smooth transition of learners. Lo and behold, when the primary schools reopened this week, it became apparent that the use of some indigenous languages is still a pie in the sky.
In other words, no school in Botswana is currently using any of the mother tongue listed above as a medium of instruction. When speaking to Mmegi about the issue, the president of Botswana Sectors of Educators Trade Union (BOSETU), Winston Radikolo, revealed that the piloting of mother tongue won’t be happening anytime soon. Radikolo further said the introduction of mother tongue wont be taking place this year but would maybe happen in 2023 or even beyond.
He reasoned that when the schools reopened recently, nothing had been done to pave way for the introduction of indigenous languages in schools. He further stated that BOSETU has been working closely with the Ministry of Basic Education (MoBE) on policy making processes on the piloting of mother tongue languages since August 2021. Additionally, Radikolo told Mmegi that their consultation process with MoBE is still at its infancy hence there was no way indigenous languages can be piloted on the proposed dates. “Mother tongue languages is a welcoming development to our education system. Piloting of the initiative should have started when schools resumed but we are still far from finishing due to the aftermath of COVID-19 pandemic, “said Radikolo.
According to the BOSETU president, they are still at consultancy level and have not yet started drawing the curriculum and haven’t even discussed on training of the indigenous language educators.
When asked whether they knew anything about implementation of the language policy, he explained that they are just dealing with policy making issues not implementation. Meanwhile, when asked about implementation of Phase One which was expected to begin this month, Assistant Minister of MoBE, Nnaniki Makwinja was prevaricating about the details of implementation process of mother tongue in schools. Makwinja said the matter is still at a consultative stage and is a complex one that cannot be finalised within a short period of time.
However, Makwinja insisted on being sent a questionnaire when probed further. On another level, the opposition has long advocated the introduction of mother tongue in schools. They often argued that the use of Setswana as the only medium of instruction in primary schools has contributed significantly to a high level of low pass rates and dropouts amongst non-Tswana speaking children.
The opposition parties added that high school dropouts and poor results were caused by the fact that learners struggle to learn using Setswana. It further reasoned that the country has the resources to introduce mother tongue as the medium of instruction in schools adding that the benefits of introducing mother tongue as the medium of instruction far outweighed the costs.