‘To understand lessons, think through your own languages.’ An analysis of narratives in support of the introduction of indigenous languages in the education system in Senegal

Abstract

Senegal has a complex multilingual set-up where there is interaction between 25 distinct indigenous languages and French, the language of the former colonial power. Throughout colonial rule the French language was imposed and the indigenous languages were marginalised and stigmatised. When Senegal gained independence from France, the postcolonial authorities who took over power were not able to redress the situation and promote their own languages. As a result, more than half a century after independence, the national languages of Senegal are conspicuously absent from the education system. French continues to rule the entire education system: it is the only medium of instruction and is a compulsory school subject. However, pressures from within and outside the country have had favourable echoes and efforts have been undertaken by successive governments to raise the profile of the national languages, but these remain insignificant. This article reports on an analysis of personal narratives in support of mother-tongue education.

Keywords:

• education system
• language policy
• narratives
• national languages
• official language