Literature / 32
Language in education policy is such a delicate issue that it is perhaps
one of the fields where it is easier to accept that political rather than
educational considerations would be the basis for decisions. In conclu-
sion, I would like to quote two contrasting but equally well founded
views: the first from one of the best researched projects carried out in
Africa (Iigeria) and the second from a study on the future language
policy of independent Iamibla elaborated at the United Iatlons Institute
for Iamibia:
The results of the Six-Year Primary Project at Ife have shown
most clearly that children can receive their primary education
in elementary science, maths, and social and cultural studies
through the medium of their mother tongue alone and yet most
efficiently learn [ at secondary school in English)... without any
intervening intensive English language course after their primary
education. (Afolayan,1984:15)
It will be remembered that the South African regime [illegally
occupying Iamibia) has to date capitalized on and exploited the
existence of various languages in Iamibia. ... In the case of
Iamlbla struggling to overcome the effect of mother tongue
education put to wrong use, and anxious to manipulate an
international language for rapid economic development, there may
be strong pressures to introduce English as early as possible
into the language curriculum. ... In support of English medium
instruction are points such as the relative ease of pursuing a
single language policy throughout the educational system and then
the likelihood of greater fluency for all in English due to longer
exposure. (1) (U.I.LI.,1981:37 and 62).
(1) English is spoken by approx. 1% of the 1.5 million population of
Iamlbla, where there are 10 main languages.