THE PROSPECT OF LANGUAGES IN EDUCATION IN BOTSWANA: A CRITICAL REFLECTION

Abstract

Although the languages in education policy has not been officially published, the current initiatives debates geared towards its implementation demonstrate excitement and caution by stakeholders and researchers. The excitement is in the sense that this will be one way that the country fulfils its ideals of democratization, of language rights, and of improving pedagogy for learners who do not have the national language, Setswana, as their home language. The cautions expressed by some emanate from the realization that the timelines that are suggested will not afford the Government to make appropriate preparations towards the January 2023 date. Associated with these trepidations, it is also the argument made in this paper that, while the Government believes the initiative will create an inclusive curriculum that will deliver education for all and the Vision 2036 ideals of knowledge economy, and the Sustainable Development Goals (SDGs) quality of life standards, the draft policy as is being discussed at Government levels may not be a smooth riding through implementation processes. This article assesses the situation and points out points out issues that need to be taken into consideration for the policy to be gainful once signed into a formal legal document.