Thoughts on linking L10n and ICT4D in Africa

It is striking that in Africa - multilingual as it is - discussions of uses of information and communication technology (ICT) for development (ICT4D) generally pay little attention to how one might optimally adapt the technology and the content to national linguistic realities. There are explanations for this, including for example:

• An outward-looking focus on the internet as way to tap international markets and knowledge (contrasted with a relatively limited local market for internet content, although that is changing somewhat with increased access to smart mobile devices)
• The roles of English / French / Portuguese as official languages, and higher status of these Europhone languages relative to African languages
• Attitudes about language (the notion that African languages are not adapted to science or technology, the impression that there are too many African languages to deal with)
• Issues relating to the written form of languages (in some cases lacking or not standardized, or standard orthographies may not be widely taught; computer systems from abroad may not have fonts for the alphabets used to write the languages)

However, explicit attention to potential uses of the first languages and local lingua francas in ICTs could address such issues and lead to various benefits: some in areas on which traditional ICT and ICT4D policies focus (such as enhancing user skills in ICTs; increasing relevant web content); and some in other areas important to development that fall outside the usual ICT discussions (language development, links with indigenous knowledge, new kinds of creativity).

Discussions of localization (L10n) and multilingual computing in the context of ICTs for national development could be built around several themes, such as:

1. Dialogue between ICT policy and language policy processes. There is apparently little overlap between ICT policy and language policy in most countries of Africa, hence little institutional support for discussion of "localization policy" or, as it is called in some Asian countries, "local language computing policy." This structural divide can go all the way down to the level of computer technicians and linguists. Bringing together discussions of language policy and planning, and education policy as regards languages on the one hand, and ICT policy as concerns expansion of use of the technologies and their contribution to development on the other, could yield some new insights and foster collaborations among efforts to promote ICT4D and develop languages.
2. Approaching localization as a way of adding value to the impact and potential of ICT for national development. Localization is not about replacing one language with another, of course, but rather adding diverse language capacities and content to computer systems and the way we use them. ICT is in many ways inherently additive or positive sum - adding one more option in terms of language interface or content need not take away from another, but rather adds to the benefits potential users can get out of ICT, and what they can use the technology to accomplish. In a multilingual context, promoting ways of enhancing language capacities of computer systems (localizing software, developing tools to make that possible) and increasing diverse language content (through localizing content and creating local content) are relatively inexpensive ways of giving ICT more dimensions, (soft) access points, and meaning - hence value.
3. Linking with broadcast technologies. Broadcast media - the older forms of "ICTs" in effect - have been "localized" from the beginning, so the interface with technology that is not localized will be limited. Localization of web content about important topics in health and livelihoods, for example, could be used directly by community radio stations, without the need for locally (and potentially inaccurately) translating that information.
4. Leveraging the benefits of internationalization of ICT and of language technology for Africa. A lot of work has been going into making computer systems and software more able to handle diverse languages and scripts: Unicode's accommodation of all writing systems; tools to develop language resources (from keyboards to corpora); open-source opportunities for localization; research on advanced applications (such as computer assisted translation), etc. Multilingual Africa stands to benefit a lot from these advances (and contribute in turn to them), but it has not, on official levels, been systematically seeking either to take advantage of the opportunities or to place itself in a position to participate more fully in the future (e.g., training of computer technicians in aspects of language technologies). There are some initiatives on NGO, academic, or project levels, but official support has in most countries appears to be minimal. This is an area that ICT policy can address.

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(Adapted from a message to the Afrik-IT list entitled "Re: Ghana and other open access network model and SAT3," 23 August 2007. This blog entry was originally posted on 30 September 2015 and inadvertently deleted.)

Keeping African languages out of African schools?

Humiliation of Ugandan students who speak their mother tongue in school, and Malawi's recent decision to move to an English-only instruction policy, reflect the continued low status of African languages in African education. In much of Africa, the first languages of students are formally excluded from African schools by national policies, and/or accorded low or even negative value in school culture. In the extreme, this situation can be seen in terms of denial of human rights (per work by Tove Skutnabb-Kangas), but in any event seems to run contrary to ample research on the benefits of  learning in the mother tongue and of bilingual education.

"Why are schools punishing children for speaking African languages?"

Punishment for speaking Luganda at school.
Image from Facebook via ThisisAfrica.me.

A recent article by writer and lawyer Bwesigye bwa Mwesigire called attention to ongoing practices in some Ugandan schools of humiliating students who speak African languages. A particular example is requiring students caught speaking a language other than English to wear a sack, until they catch one of their peers transgressing the English-only rule, who will then have to wear the sack.

This is not a new linguistic human rights issue, nor a practice limited to one country. It extends back to colonial rule, though enforcement of "no vernacular" has evidently moved from corporal punishment by teachers to humiliation and enforcement by students. I previously mentioned this in a 2008 blog posting entitled "Burning textbooks, beating schoolchildren."

New "English-only" policy in Malawi

In a decision made last March by then Malawian Minister of Education, Lucious Kanyumba, changed Malawi's longstanding bilingual education policy to one where students will be taught in English only from day one of their schooling. The stated object of the change, which is now implemented, was to improve English language levels of students.

Previous language of instruction policy (per a 2000 paper by Henri G. Chilora) had all students learning in the national language Chichewa for the first four grades, and then shifting to English. However this policy, adopted in 1968, had the effect of eliminating other Malawian languages from schools (see Chilora's paper, and one by Misheck Dickson Issa and Shoko Yamada on perceptions of language of instruction policy).

The decision to move to English-only has been controversial, with arguments against it citing advantages of MTB/MLE, lack of teachers prepared to instruct in English, and questions about equating good English with good education. It elicited an early protest from students of Chancellor College. A good summary of the debate - which begins by acknowledging the students' action - is provided by Steve Sharra (a later version of this article was highlighted by Ndesanjo Macha in his blog).

A study by Helen Abadzi, Radhika Iyengar, Alia Karim and Florie Chagwira of Columbia University's Center on Globalization and Sustainable Development found that even if the goal of education was good English, it would make sense to begin teaching reading in children's first languages (which happen to be written with orthographies where letters have more consistent values than in English).

Language of instruction policy in Malawi has moved away from use of its children's first languages in stages - first using only Chichewa (national language, first language of a majority, and also a second language for some number) in the name of national unity, and now to only English (official language, first language of almost no one, and a second language for some number) in the name of better job opportunities.

Language of Instruction (LoI) in Uganda and Malawi

In the process of researching this blog post, I came across an article (actually a book chapter) that examines and compares language in education policies in the two countries mentioned above: Ismail S. Gyagenda and Wardah M. Rajab-gyagenda, "Examining Ugandan and Malawian Language of Instruction Policies From a Linguistic Human Rights Perspective," in Zehlia Babaci-Wilhite, ed., Giving Space to African Voices: Rights in Local Languages and Local Curriculum (SensePublishers, Rotterdam, 2014). For now I'll just pass on the reference, but one passage from the content available online leaves us with a relevant perspective and question:

"In the human rights approach [to language policy], language is a manifestation of one's identity and cannot be willy-nilly suppressed without deep educational consequences for the students as well as society in general. How do the LoI policies of Uganda and Malawi over the years fare within this human rights perspective?"

Nelson Mandela and African languages

If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. (Nelson Mandela)

As South Africa, and indeed the world, mourns the passing of Nelson Mandela, a remarkable leader who the New York Times called the "Peaceful Liberator of a Torn South Africa," here is a quick look at his legacy as concerns languages in Africa. Actually a very quick look, as I don't personally know much on the topic  and find relatively little on line, other than the well-known quote above and some details below (so hopefully more information can be filled in via comments or a future post).

Mandela's first language was Xhosa, an Nguni language very close to Zulu, which he apparently also spoke. He learned English in school, and it was in school where his biography says he met his first non-Xhosa friend, a Sesotho speaker. Later he learned Afrikaans while a prisoner on Robben Island. It seems Mandela was as much a product of a multilingual society as he was of a multiracial and multiethnic one..

The process* leading to the inclusion in the new constitution of all 11 of South Africa's main languages as "official" happened during the country's transition to majority rule. While I don't find any discussion of Mandela's direct involvement in that process, a fellow former prisoner at Robben Island who he knew well - Neville Alexander - was prominent in it. I'm not sure how South Africans would see it, but from afar, it seems that the officially multilingual policy of the country is part of Mandela's legacy.

Other thoughts...

A couple of other thoughts not related specifically to language upon reflecting about aspects of Nelson Mandela's legacy. First, the NY Times obit (referenced above) has this passage and quote in the context of discussing leadership style:

In his autobiography, Mr. Mandela recalled eavesdropping on the endless consensus-seeking deliberations of the tribal council and noticing that the chief worked "like a shepherd."
"He stays behind the flock," he continued, "letting the most nimble go out ahead, whereupon the others follow, not realizing that all along they are being directed from behind."

Reading the analogy, I am reminded on a literal level about a dismissive comment about Fulani pastoralists I heard from some American development experts while in Mali in the 1980s - to the effect that the herders spent their lives looking at the rear ends of cattle. There are a lot of problems with a statement like that of course (misunderstanding of pastoralism and herd behavior, attitudes regarding development,etc.), but taking it all back to the level of analogy and leadership, it has me thinking about how outsiders (primarily Westerners) conceive of or misunderstand community leadership and decision-making processes, not only in Africa but also in Asia.

Second, I came across an article about how in April 1994, the then new South African president Mandela surprised the outgoing president DeKlerk's official staff when he arrived and they did not know what to expect. The article continues, "he drifted to one end of the room and started shaking hands with every single person present. ... Many a staffer who never had the opportunity to speak to a president was dumbfounded by the personal attention they received from the living legend." Yet this seems, from my limited experience elsewhere on the continent to be considered good form when joining a meeting** - although not expected of a high status person. But as the article implies, this was an example of Mandela's style of leadership.

One wonders if, in the brief conversations Mandela had with the staffers that day, there were any exchanges in the diverse languages of the country...

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* The following paper has a lot of this history: Beukes, Anne-Marie, "Language policy implementation in South Africa: How Kempton Park's great expectations are dashed in Tshwane," Stellenbosch Papers in Linguistics, Vol. 38, 2008, pp. 1-26.
** It's a habit I personally got comfortable with after several years in West Africa. I remember in one gathering I joined shortly after returning to the US, realizing folks were dumbfounded as to why I, a living stranger, was shaking each person's hand.

What does "bilingualism" mean in multilingual Africa?

A couple of questions seen in a recent tweet raise a number of issues about perceptions of languages, bilingualism, and multilingualism in Africa:

@mwasa BTW,Why is "Bi-lingualism" only limited to the knowledge of 2 european languages? What if I know 2 African languages fluently?
— Mukizawabo. (@mukizaedwin) November 20, 2013

The answer to the last question would seem straightforward wouldn't it? Bilingual of course! Yet it does seem that the description of "bilingual" in Africa is often applied to the ability to speak two "Europhone" languages without consideration of African languages, despite the fact that there are many of the latter, spoken by many polyglot people in the many multilingual societies of the continent.

There is no shortage of examples, but one that comes to mind is a statement in 2003 by then Senegalese President Abdoulaye Wade during a state visit to the Nigerian capital Abuja. Speaking of regional cooperation, he chose to broach the issue of language, remarking that it is too bad the peoples of their two countries are not bilingual* (the implied languages being English and French). Although I do not have a complete reference at hand, it is mentioned in a later discussion of  remarks by a Ghanaian scholar on the occasion of release of a book on the history of the Ewe people of Togo and Benin,** to the effect that more bilingual education was needed - again in terms of English and French. There was specific reference in this case to linking "Ewe-speaking" scholars who work academically in English or French, but with no mention of the language that this group has in common across all borders.

"Official" bilingualism?

Part of the issue certainly is focus on the official languages, which for so many African countries are only those languages inherited from the colonial period and put to use since independence for administration, education, and wider communication. This appears to be the case for example in a Q&A between a reporter from the Senegalese daily Le Soleil and the French ambassador in Dakar in 2012. The question had to do with the "temptation" of some Francophone states in Africa to "bilingualism,"*** again bypassing the multilingual context of Africa and attending to official languages and language policies. This particular question was likely a reference to Rwanda's addition of English as an official language, and Burundi and Gabon considering similar moves (although Rwanda's move made it officially trilingual as Kinyarwanda, the first language of the population, and French, inherited from the colonial period, were retained as official languages).

In any event, the French ambassador's response reframed the question slightly to distinguish between the policies of countries and the decisions of individuals, including reference to maternal languages under the latter. I won't venture any interpretations other than to speculate that in some cases, it almost seems that "bilingual" is used as a code word for "adding English at the same official level as French" (I hope in the future to treat the area of policies of donor nations - former colonial powers among them - with regard to language and languages in Africa).

Bilingual and multilingual education

The term "bilingual" is also used in the context of so-called mother tongue/bilingual education, which typically involves an African language and a Europhone official language. This is a topic that has received significant attention from organizations and scholars involved in aid to and study of education in Africa (including Maurice Tadadjeu of Cameroon and Neville Alexander of South Africa, whose work has been mentioned previously on this blog). And it is a major focus in other world regions as well (a major Asian conference on mother tongue based/multilingual education - MTB/MLE - was just held in Bangkok earlier this month).

However, one notes that in some contexts references to bilingual education in Africa actually mean instruction/learning only in Europhone languages.

African multilingualism has been implicitly or explicitly recognized in various policy and applied contexts including a number of expert or ministerial-level conferences. In recent years, the African Academy of Languages, which functions under the auspices of the African Union, has sponsored a number of activities including the Bamako International Forum on Multilingualism (19-21 January 2009) whose recommendations included adoption of MTB/MLE. .

The case of Cameroon

The country of Cameroon is an interesting case to consider here, as it has two Europhone official languages - English and French - while also having some of the greatest linguistic diversity on the continent. It is common to hear the country described as bilingual, when in fact it is multilingual, with 280 living languages (by Ethnologue's count) . It is this juxtaposition that Prince Kum'a Ndumbe III was addressing when, on the occasion of a book fair his organization AfricAvenir sponsored in 2007, he stated: "The Cameroonian is not bilingual, he is multilingual."

Some of the complexities of the situation in Cameroon are explored in a short paper entitled "Bilingualism" by Usmang Salle Leinyui, which includes a discussion of different kinds of bilingualism in the country, and in an overview entitled "Multilingual Cameroon: Policy, Practice, Problems and Solutions" by Tove Rosendal (2008; University of Gothenberg Africana Informal Series, No. 7).

Cameroon has had an interesting history of efforts to promote literacy in its national languages (that term in much of Africa used for African first languages, and is a usage I would like to return to later). Much of Tadadjeu's work related to that, as did the AfricAvenir event mentioned above. However, "bilingual education" officially involves only English and French, as do various references to "bilingualism" in official documents (see Jacques Leclerc's L'aménagement linguistique dans le monde for more on this and related language policy issues). And although there have been efforts to promote use of and literacy in Cameroon's national languages (including proposal of a trilingual education model), and the constitution and high level documents mention them, Leclerc describes official "indifference" towards national languages, and Rosendal notes lack of implementation of policies to favor them.

Summary and closing question

So part of the issue of "bilingualism" in multilingual Africa often referring to Europhone languages and not African languages has to do with what have been designated "official languages." Another part may have to do with the status of languages - with it often seeming the case that knowledge of European languages is accorded more prestige than knowledge of African languages. Those two parts are certainly interrelated.

How then would a person be called who speaks one African language, one Europhone language, and, say, one Asian language?

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* "Helas! nos peuples ne sont pas bilingues."
** Lawrance, Benjamin N., ed. 2005. The Ewe of Togo and Benin. Woeli Publishing Services (Ghana).
*** "Des pays africains francophones sont de plus en plus tentés par le bilinguisme. Que pensez-vous de cette évolution ?"