Paper short abstract:

On-the-ground research scenarios draw attention to the genuine need for north-south cooperation towards the resolution of scholarly issues. This paper examines possible areas of cooperation and reciprocal policies on issues such as the adoption of non-colonial mother tongues as language of education

Paper long abstract:

The reciprocity of research efforts between African and European scholars sometimes runs into emic-etic and colonial-decoloniality storms. This situation may reflect conflict in the colonial-decolonial stances of, or within, previous colonial powers on the one hand, and within previously colonized states on the other hand. For example, in many cases, previous colonial powers continue an aggressive policy of propagating and promoting colonial languages in Africa. This is particularly true of Francophone and Anglophone areas, and it would seem to conflict with the largely African pursuit of the use of indigenous languages to replace colonial languages in formal domains such as mid-higher education. In this paper, we examine language policies over time in Nigeria, Ghana, and Cameroon, and some areas of possible conflict with colonial and neo-colonial policies. We also examine some Western and non-western scholarly stances on the issue of mother tongue education and the adoption of African languages for bureaucracy. Thus, this inquiry aims to unravel the complexities surrounding language policies, colonial legacies, and the ongoing pursuit of linguistic autonomy in Africa, especially as it affects educational policies and ultimately, national development.

Keywords: language, education, policy, decoloniality