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Paper short abstract:

We focus on Nilotic, Cushitic and Bantu language groups in five East African nations, arguing for the harmonisation of genetically related African languages for education. The study hopes to underscore a re-imagined African education that speaks to the African context, for sustainable development.

Paper long abstract:

Language is central to education, more so, a child’s first language. Despite this, implementation of the same has not been forthcoming, with linguistic diversity being one of the impediments, hence underscoring the non- native language use in education, but with adverse impact. The study argues for the harmonisation of genetically related African languages for use in education. We examine the shared phonological, morphological, syntactic, and semantic features in related languages; establish common underlying rules that capture the relationships, and finally, explore ways in which- based on the commonalities- African languages could be used in education. This is an area that has received minimal attention and yet language, knowledge, thought and development interact in a profound way. The study is qualitative, it makes use of primary data from five East African nations; namely, Kenya, Uganda, Tanzania, Rwanda and Burundi, with a focus on Nilotic, Cushitic and Bantu language groups, as a case study. Using the comparative approach, data is analysed based on essentialism theory that takes into account the inherent linguistic features. Findings show that the shared linguistic rules among languages in a given cluster make it possible for their potential use in education, hence not only managing the diversity challenge, but also enhancing language development skills, better academic performance and marketability, equality in education, and involvement in societal growth. The study findings inform African education policy makers and implementers on a re-imagined African education that speaks to the African context.