ABSTRACT
In most African countries, the language of education is a contentious issue. English, French, or Portuguese, each a remnant of the colonial legacy, remains steadfast as the dominant language of instruction for many countries in Africa. Despite the overwhelming evidence that the use of these foreign languages negatively impacts the acquisition of school knowledge by the vast majority of African students, throughout most African countries the foreign languages continue to be afforded dominance in the educational sphere. The colonial imposition of these languages as the languages of knowledge that should be valued and as the languages of cultural capital has contributed to the naturalization of English, French, or Portuguese as an indispensable part of what it means to be educated in many African countries. Those who are considered the knowers speak the language of power-English, French, or Portuguese-while the knowledge of those who do not speak the language of power is devalued.
