The issue of introduction of mother tongue languages in schools has been a bone of contention at various public arcades, including Parliament. It was hotly debated by opposition party leaders ahead of the 2014 general elections.
Dumelang Saleshando, President of Botswana Congress Party (BCP), has repeatedly argued that a young child whose mother tongue is not Setswana, but one of the ‘minority’ languages, has been disadvantaged by being taught in Setswana. Duma Boko, President of the Umbrella for Democratic Change (UDC) calmly suggested that various other languages should be introduced in schools as part of the syllabus.
Just like the issue of community broadcasting, which also involves use of minority languages on both radio and television over and above Setswana and English is also a sensitive issue that was vehemently opposed by ruling party Members of Parliament (MP).
However, there are some teachers who are in support of introducing mother tongues in schools. One such is Fanah Rabatoko, a music lecturer at Molepolole College of Education (MCS).
In his article entitled, “Mother tongue languages in schools: Multicultural Education is the way,” Rabatoko says the time is now for policy makers ro consider introduction of mother tongue languages in Botswana schools.
In an interview with The Telegraph, he buttressed his point further, saying introduction of mother tongue in schools is actually a teacher’s dream.
“Now that the Ministry of Education is concerned about the decline in public schools’ performance, it is imperative that we carry out a complete introspection to identify the root cause of the problem. I believe the findings of such will point to a lack of equal opportunities for learners.”
He explained that the lack of equal opportunity lies with the missing link in the Botswana education system; multicultural education. He said reform is necessary to restructure schools and other education institutions so that students from diverse cultures will have an opportunity to learn on an equal footing.
“Just imagine the tragedy of pupils and students whose mother tongue is not Setswana like Basarwa, Bakgalagadi, Bakalaka, Bayeyi, Basubia and others. When they go to school for the first time they start learning in both second and third languages -Setswana and English,” he said.
Turning to National Vision 2016, Rabatoko pointed out that unity in diversity prefigured by pillar number seven of a ‘United and Proud Nation’ would be realized if a complete paradigm shift is considered in the education sector, recognizing and appreciating Botswana as a plural society.
He said it is imperative that the envisaged assessment of the current Vision be augmented by recommendations that are context specific to suit the fundamental educational reform in Botswana.
“Pillar number seven aims at achieving ethnic integration and full partnership to create a nation in harmony with itself. I hope this integration does not mean or refer to assimilation of the minority cultures into the so called majority ones. This integration should embrace the principles of accommodation and tolerance and establish an education framework for understanding and appreciating multilingualism across the country,”he said.
He further explains that unity in diversity should be understood within the premises of each cultural group being dependent on the other.
He said: “The recommendations of Revised National Policy on Education (1994) stipulate that children in pre-primary schools should be taught in the language dominant in the area where the school is located. English and Setswana should be introduced gradually.”
Rabatoko believes Botswana should review its national and institutional policies that have a bearing of multiculturalism and multilingualism and ensure that all ethnic and linguistic groups are taken on board.
“I personally don’t see anything concrete as an obstacle to have included multilingualism in schools. Many countries even those which obtained their independence 14 years after 1966 have embraced the call for change to such approach. I know that some may be deceived by statements like one made by Jacob Nkate in 2009 who by then was the minister of education that ‘small number of some of the ethnic speakers, lack of teaching materials, and trained teachers, the promotion of mother tongue education would not be viable.’ No! There is nothing like that. It has been proven beyond reasonable doubt that should an initiative be taken, considerable amount of success can be realized,” he said.
Consider for example, he said, the existence of NGOs such as Kamanakao Association with its Shiyeyi Language Project; formed in 1995 with the aims of developing and maintaining the Shiyeyi language and culture, and to cultivate appreciation and knowledge among its speakers, where lessons are conducted for out-of school and school going children.
Secondly another example is of the Kuru Development Trust that conducts literacy and art classes to respond to the need to develop Basarwa communities.
“These associations are doing a commendable job towards the realization of inclusion in education through a multicultural framework. Their issue of contention is that, language as a cognitive aspect has the potential to catapult expression of thought through communicating information, values, attitudes, skills, and aspirations,” said Rabatoko, adding that there are many positive statements echoed especially by those in the field ÔÇôteachers, about the need of introduction of mother tongue in schools.
