CTN0022023

By Alfred Oduor and Nicholas Odongo

There is credible research-based evidence suggesting that language plays a significant role in how we perceive the world - and to some extent, how we think. The Sapir-Whorf hypothesis, posits that the structure and vocabulary of a language can shape the way its speakers perceive and think about the world.

Proceeding from this hypothesis and focusing on the education sector and particularly cognitive processes, it is plausible to conclude that language can determine how we learn and understand concepts. For example, language, which is the main ingredient of literacy – the ability to read, write, speak, and listen in a way that lets us communicate effectively – is a key component of learning and cognitive development. In this sense, then, how does language influence how children learn? And how can we use existing evidence to tailor our pedagogical processes for optimal learning?  Though the subject is complex and can be affected by multiple variables, a clear pattern is emerging.

Children taught in a language they are comfortable with, can understand concepts better and therefore perform better academically. For example, children in Kenyan urban areas who have a good understanding of English can easily grasp abstract concepts in other subjects unlike their counterparts in rural areas who struggle to understand this language. This dichotomy poses a dilemma: do we put more efforts on English to ensure children in rural areas in Kenya in are proficient in English or should they be taught in local languages, or languages they can easily grasp to enhance learning? For example, Kiswahili is the language of instruction in Tanzania’s primary school, and the aim is to “make students easily understand what they are taught.”

Pedagogical research reveals teaching children in their native languages significantly enhances cognitive development, academic performance, and creation of a positive attitude towards education as a stronger foundation for literacy and development. On the other hand, English proficiency is often a requirement for higher education and certain job opportunities, especially in globalized industries, multinational corporations, and international organizations.

Therefore, the key question is: how do we optimize the use of language to enhance learning and technological development in Africa?

Let’s move from abstraction and into the real world.

First of all, language today is almost synonymous with coding, in most quarters at least. Look at it this way: when you read this topic, you may be tempted to think about programming and languages like C++, java, python, and other Structured Query Languages (SQL). However, the language in reference here is the basic spoken languages we know like English, Kiswahili, Zulu etc. But what has language got to do with technology, you ask? Look at all these technically advanced economies, you’ll likely make this same connection, countries that use their local languages for instruction in formal education tend to be more technically advanced. For instance, China, Korea, Japan, France, Germany, and the Scandinavian territories. However, there are many other factors beyond language that determine a country’s technological advancement including but not limited to the size of the economy, the onset of industrial revolution, and geopolitics. Technology…, well technology is always a relevant thing, and is much more relevant to developing countries today as these attempt to catch up to the advanced economies.

Alright back to language and technology.

There is something that makes us, (especially ‘previously’ politically colonized countries) slow in this technological advancement – the use of foreign languages as a language of instruction in foreign education. Koreans are taught in Korean, so are Japanese, Chinese, Germans, and the French. America and India are a special case because the former is a melting pot of immigrants while the latter has brilliant minds with their industries only taking off now even though English is used as a language of instruction in formal education. But the trend remains, countries that use their native tongue as the language of instruction in formal education tend to perform much better.

Kenya as a context

Closer home in Kenya, learners must first learn English before they learn technology. So, the typical Kenyan learner works twice as hard and this takes precious time and effort while Koreans only have to learn Technology; and if this were the case in Kenya, we would be more advanced than we currently are technologically.

Now let’s connect this discussion with the proposed changes in the Kenya Certificate of Secondary Education (that grading will now consider only one language as a mandatory subject – the one in which the student performs best). If students are free to choose between English and Kiswahili, or their performances are based on how they perform between the 2 subjects, in which scenario will Kiswahili win over English? It is doubtful. As such, the proposition by the Ministry of Education in Kenya might be intending to increase the transition from high school into universities but the glaring unintended consequence is the slow but sure death of Kiswahili, and/ or other local/ indigenous/ native languages. It would be disappointing if at this point you did not think of Uganda with regards to Kiswahili, for instance. While Dean Odeh explores English as a linguicide, both Tucker Childs and Louie Morais explores language endangerment in Africa.

Why would English always triumph over Kiswahili…? For starters, the Kiswahili that Kenyans speak is a slang, in which many words are borrowed from English and the two widely spoken local languages – Kikuyu and Luo. As such, formal Kiswahili is rarely practiced by Kenyans. On the other hand, English is Kenya’s formal language – all formal documentations are in English. English is also our language of instruction when it comes to formal education – the typical student in Kenya studies English through multiple subjects including the English subject but only studies Kiswahili through the Kiswahili subject (is it good to compare Kenya and Tanzania? Certainly!

Also, social media is full of English and globalization has meant that English is not only widely spoken but also readily available and accessible. For these, and probably more reasons, English will almost always triumph over Kiswahili except for very rural areas, and of course the coast where Kiswahili is more and better spoken (but is this true anymore?). Have you also noticed that modern parents in Kenya prefer to speak English to their children rather than Kiswahili and/ or mother tongue?

A little digression would suffice: do you agree that when you’re most mad/ frustrated you tend to think in your language of convenience which in most cases is usually your native tongue, or Kiswahili? Right? The case here is this, language has an influence on how we think. And technology, being an innovation, is in most cases about how we think - there’s the connection. To easily learn and understand technology, therefore, it is important to do it in a language of comfort which makes a case for Kiswahili over English.

Will English become easier to learn compared to Kiswahili in Kenya? This is doubtful mainly because Kiswahili is founded on Bantu, largely, and being largely Bantus, Kenyans will naturally find it easier to learn Kiswahili over English (for as long as we practice our native cultures i.e., speak our native tongues and encourage their use). Yet others will say that we, Kenyans, and any other people really, will get better at English the more they study/ learn/ teach it. But do we want to lose our cultures altogether?

For other compelling reasons, we defer this to linguists and anthropologists.

And so, whether we teach in English and learn English more (which we have been doing long enough already, and also using to communicate about the language dilemma in this blog) we may not, at least in the near future, get faster and better at learning English compared to Kiswahili.

Do we need to now change and make Kiswahili not only mandatory as a subject but also make it the language of instruction? Maybe, or maybe not.

Well, there are many other things to consider here, especially globalization. If you ask Koreans, they will probably tell you that English should be made mandatory (if it is not yet the case) or that they are missing out on a lot because they are not good in English compared to other more advanced economies. What is certain is that – language has a bearing on how advanced we are technologically. As to what the best way to address this is, the jury is still out there.

Now, comparing Kenya and Tanzania…

Tanzanians are obviously, visibly so, much better than Kenyans when it comes to the Swahili language. By the way, Swahili and Kiswahili are the same thing when they are used to refer to the language. Swahili is also the name of the people or nation, and then Ki-is a prefix to denote language so that Kiswahili is the language of the Swahili people. Got it?

Kiswahili is the language of instruction in Tanzania’s primary school, and the aim is to “make students easily understand what they are taught.”

In Kenya, it is English. So, when it comes to technical things, Tanzanians of this age group understand better than Kenyans of the same age group. This is well revealed in the agricultural sector, which in most cases is performed mostly by small scale farmers in both countries – who in most cases do not have advanced education certificates. The question is, does Tanzania do well in agriculture compared to Kenyans, ceteris paribus?

This is the summation: language plays a significant role in how we perceive the world and think, and as such, language is key for technological development. What are your thoughts on this matter? Do you want to respond in your language of convenience.? Go ahead.