Multilingual education in Africa

This is a dilemma that researchers and policy makers have been looking into for years and has left African countries with diverse solutions for teaching language in their schools.

The African continent's rich history of European colonization has resulted in an abundant amount of influence on each state's developmental trajectory.

Most African states' modern government and societal infrastructures were developed by the relevant colonial power during the period between colonization and independence, including its methods of implementing education.

The agency within the UN that works primarily in this role is UNESCO, which differentiated between the weak and strong bilingual models for African students in their study.

One to four years of instruction in the local tongue has not shown to be sufficient because children in developing countries or poor communities generally do not have the capacity to switch from their L1 by the end of grade 3 and be simultaneously proficient in the curriculum.

Today, it is used as a template for teaching even more international languages through mother-tongue instruction due to further implementation and success in the West African countries of Cameroon, Ghana, and Senegal.