THE CASE FOR LOCALIZATION IN THE GROWING STUDY OF MANDARIN CHINESE AS A FOREIGN LANGUAGE (CFL) IN SUB-SAHARAN AFRICA

Abstract

The purpose of this paper is to analyse current trends in the teaching and learning of Mandarin Chinese as a foreign language (CFL) in Sub-Saharan Africa, with a special focus on Botswana, and to map objectives, achievements and challenges. The paper finds that planners and decision-makers in government and the education sector as well as individual learners have embraced the study of Mandarin because of its perceived potential to deliver development opportunities. However, the paper also identifies inconsistences and gaps between stated national and individual objectives of Mandarin Chinese teaching and learning and the actual offering. In particular, the paper highlights concerns related to curriculum design, curriculum delivery and local human capacity development. The paper posits that the fast roll-out of Mandarin Chinese instruction in many African countries with assistance from China should stimulate the development of localized curricula and local expertise in the teaching of Mandarin Chinese and not detract from such efforts. Botswana is in an excellent position to spearhead such localization efforts since the country has developed a strong foundation in Mandarin Chinese instruction at the tertiary level.