OPINION | How African languages can transform education and research

Dr Gibson Ncube

Why are African languages still so rarely used as languages of instruction in our schools anduniversities? Why do we not see more academic research being published in these languages? Despite the fact that Africa is home to more than 2 000 rich and vibrant languages - each offering its own way of seeing and understanding the world- we continue to depend heavily on colonial languages like English, French and Portuguese.

What does this say about the value that we place on our own linguistic and intellectual heritage? As we celebrate Africa Day on May 25, it is a fitting time to reflect on the role African languages play in our lives today. For far too long, African languages have been pushed to the margins. They have been excluded from key spaces such as research, education and policymaking, where they should in fact be thriving.

Often, these languages are only seen as suitable for storytelling or everyday communication. It is often considered unfathomable that these languages could be used in science, in law, or in education - from primary school to university level. This mindset - a relic from colonial times- has been holding back the growth and intellectualisation of African languages. The reality though, is that African languages can do much more than simply preserve culture and identity. They have carried wisdom, ethics, and worldviews that have shaped African societies for many generations.

From traditional medicine to sustainable farming, from oral philosophy to community leadership, these languages are rich with knowledge we should be tapping into.

Leading the way

It is very clear that the education system might be one of the root problems. Most learners and students across Africa are taught in colonial languages from day one. African languages are treated as less important subjects. This leaves many young people disconnected from their roots and unable to fully express or explore ideas in their own mother tongues. Even the research on African issues by African scholars is usually written and published in colonial languages.

Such a situation means that important knowledge often does not reach the very communities it could benefit most. If the education system is partly to blame, then schools and universities need to play an important role in redressing the situation. This will encompass the development of diverse academic resources in African languages. Moreover, scholars will need to publish more of their research in these languages. There should also be intentional efforts to valorise the teaching and learning of African languages, as well as their use as languages of instruction across the continent.

Intellectualisation

But there is light at the end of the tunnel. Small but important steps have been taken to place more value on African languages. I will give three examples from South Africa. The first is the work done by journals like the South African Journal of African Languages (SAJAL), where I am the current Editor-in-Chief. Since its inception in the 1980s, SAJAL has been publishing academic work in and on African languages. In recent years, more articles have been written in African languages. Interestingly, in the last two years, the most read and cited articles are those written in African languages. This suggests that scholars have a desire to engage with knowledge in the languages they speak, dream, and live in.

In terms of the use of African languages in science, the work of Professor Vukosi Marivate, ABSA Chair of Data Science at the University of Pretoria is especially groundbreaking. Marivate’s research focuses on machine learning and natural language processing, with a particular interest in developing tools and datasets for African languages- ensuring that AI technologies can effectively serve the continent’s linguistic diversity.

He has, amongst other things, helped set up Masakhane - a grassroot network of more than 1000 researchers, software engineers, and language experts from 30 African countries. This initiative has been dedicated to advancing natural language processing research in African languages, by and for Africans.

Another example is the work done by my colleague Dr Simthembile Xeketwana. His book, ULwimikwezeMfundo kwiNtlalopolitiko noLuntu, co-edited with Professor Linda Kwatsha from Rhodes University, is the first academic volume to be written and edited in isiXhosa. This book, and the work that went into its publishing, marks an important achievement and milestone in the advancement of scholarship in African languages in South Africa. The book challenges the marginalisation of indigenous languages in academic spaces and offers a tangible example of how scholarship can be decolonised by foregrounding African languages.

These three examples demonstrate that African languages can be used to undertake important research on the continent.

Invest

So, what needs to happen next? Two important issues need to be considered. Firstly, we must stop treating African languages as inferior especially in relation to colonial languages. We need to invest human and financial resources in developing them. We must create dictionaries, schoolbooks, and also scientific terminology in local languages. Secondly, higher education institutions need to do more to encourage and support research and teaching in African languages. Countries like China, Japan and many in Europe became the economic giants they are today by investing in their languages.

Promoting African languages is not a mere linguistic issue. It is also a question of justice, dignity, and inclusion. It is also about placing Africa and its diverse languages at the centre of its own future and development. It is high time to acknowledge that African languages are not barriers to knowledge production or development but important components and bridges to the creation of more meaningful, inclusive, and empowered societies on the continent. We should stop asking if African languages can be intellectualised or if they belong in schools and universities. They certainly do. The real question that we should be asking is what we are waiting for to make this a reality.

*Ncube is a senior lecturer in the Department of Modern Foreign Languages at Stellenbosch University. The views expressed are those of the author and do not necessarily reflect those of the university.