ABSTRACT
The purpose of this chapter is to critically assess language education policies and practices in Francophone Africa, using Burkina Faso, Mali, and Niger as case studies. The sociolinguistic character of Francophone Africa has undergone fundamental change since the demise of colonialism. Thus, there is a crucial need to revisit current language policies and pedagogical practices in the so-called “French-speaking” countries and to develop new language education systems and instructional strategies to address the plague of illiteracy and non-education that continues to haunt these nations. The critique presented here calls into question the established philosophical paradigm of “mother tongue” medium of instruction. At the same time, this critique challenges the postcolonial advocacy of “French-only” medium of instruction. Given the diversity of sociocultural, economic-and linguistic-conditions throughout Francophone Africa, there is a need to develop forms of education to accommodate this diversity. It is no longer the case (if it ever was) that one size fits all. A serious reevaluation of the status and roles of African languages and the French language as well is long overdue. My position is grounded in fifteen years of involvement in international development and in my experience as a first-language speaker of Hausa and Zarma-Songhay, two main languages spoken as national languages in Niger. My work and research in international development involved professional development training for language teachers, extensive observations of primary school classrooms, and policy formulation for governmental institutions and international donors.
