SUMMARY

Language Policy and Planning in Botswana is an article written by Leonard B M

Nkosana, published by The African Symposium in 2011. The paper discusses language planning
in Botswana, solution to the dominance of English and mother tongue education. Ruling elite in
Botswana has set the ex-colonial English as the official language for further education,
employment, economic and social positions while Setswana as a national unity tool. Foreign
teachers highly influence the implementation of English in Botswana schools due to
incompetence of native teachers in the target language. Native teachers themselves support the
use of English language compared to mother tongue in education system.

The article also touches on the difference between schools run by the Whites and Blacks
in Botswana. English versed society is respected and given priorities to accomplish better job
opportunities. However, Setswana, the local language is only spoken in daily communication.
The absence of its orthographies limits its functions in official roles. Significantly, mother
tongue education reveals students learn at their best when the instructions were given in
Setswana language. Therefore, tt concerns the importance of mother tongue education that
should be implemented to prevent marginalisation of African countries.

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STRENGTHS

Like most research papers, this paper aims to make relevant comparisons. Therefore, the
comparisons are highlighted and well discussed through a great deal of evidences. There are
significant comparisons made based on the paper. Issues that are contrasted, such as the status of
English Language and other native languages in countries like Tanzania and Kenya. It discusses
about the language usage in the countries and in schools which includes private and government
schools. On page 130,

Besides that, the role of English language in schools; it highlights how language is served
in two different contexts- (private versus government school). Another example of comparative
study made in the paper, is highlighting the policies adhered by countries like China and
Malaysia. The choice of English usage in Singapore and Brunei. As the author generates points
of comparisons, it provides the readers a clear picture of language roles in different regions.

The second strength of this paper is having clear and concise contents. The author is able
to highlight the main points or the aim of the paper clearly. It explores language planning and
policy in Botswana. Adding to the aim of the paper, the author successfully made the readers
comprehend the variance of the language English and Setswana in terms of political, economic
and educational aspect. Therefore, the author provided information on national and official

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languages of Botswana. The content is clearly defined and arranged orderly. On page 129 and
130.

The next strength of this article is, it provides details of the chosen country’s background.
The author attempted to address the background details of Botswana which include the
demographic information and their mother tongue language Setswana. The demographic details
include the number of populations settled in Botswana. This gives the reader a general picture
about the country Botswana. On the other hand, the demographic information provided aids in
relating the linguistic status of that country mainly their historical setting. This point of
demographic detail was highlighted on page 129.

The final strength is, every information provided in the article is supported by relevant
findings. The author presents research evidence and facts in support to the argument. For
instance, some facts presented is supported by finding through a survey. A survey was conducted
to determine teachers’ attitude in Botswana towards English medium education. The findings of
the survey were later converted into evidence. Evidence helps in forming connections and
display effectiveness in explanation. Besides that, the paper is capable to show evidence
collected from relevant source, such as the public demands to turn public schools to full English
medium school. This finding was obtained from the Government of Botswana. This strength
could be seen on page 134 excerpt below.

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4
SHORTCOMINGS

The first shortcoming was identified considering the language background of Swahili
language. In the introduction part, it can be argued that there was no prior introduction to the
language. The author only explained about the Setswana language, carrying the role of being the
national unity tool. However, local languages other than Setswana were not given brief
introduction about their background, roles and current positions.

There was an interference of the use of Swahili language being compared with English in
Kenya and Tanzania. This can be evident in page 131, paragraph 1, where the author stated about
the different roles of English and Swahili. There was a lack of information provided about
Swahili language besides having the roles of national and official language. Due to the
insufficient details, the use of Swahili language was not adequate to be compared with Setswana
and English.

Next, the author revealed on the teachers’ qualification status that strongly related to the
English competence. The details were significant considering the optimal English skills
perceived by the learners were highly influenced by the non-prominent teachers. In page 133,
paragraph 2, it was explained that the White teachers were 100% trained professionally,
possessed higher academic qualifications and diplomas. However, among the Blacks, only 20%
teachers in the primary while 10% in the secondary were professionally qualified.

Highlighting here, the given data was derived from the year 1989 while the article being
published in 2011. Latest data on the teachers’ qualification status were not presented; forming
irrelevant support of literature review on the present education setting in Botswana. Another
aspect to be argued is choice of words such as Whites and Blacks may be in the form of racial
and biasness if the readers happen to be from the less well-groomed society. It is because
addressing certain community by their skin tone is seen as less professional and sensitive in
terms of multilingual settings.

Another crucial weak point of the way the author has written the article is insufficient
evidence and explanation pertaining certain content. In page 130, paragraph 3, the roles of
Setswana have been delineated as the mother tongue, recognized by most locals. Though, its

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official roles have been limited in terms of education and business purposes. Here, the author
could have studied on its role in the religious prospect. This might bring upon readers’ attention
in looking forward towards Setswana language.

Moreover, the solution to the dominance of English in Botswana was not clearly
emphasized. In pages 130-132, the argument was focused more on comparing English with other
local languages. Yet, opinions and ideas on improving mother-tongue roles were not given much
importance by the author. So, the lack of study in the pertaining area, does not give a clearer
view of the paper. It creates more questions for readers to be self-discovered.

Furthermore, in page 131, paragraph 3 describes about the Presidential Commission

Education recommended a gradual shift of the medium of instruction to be favoured by
Kiswahili language in the secondary schools. However, the recommendation was not accepted by
the ruling party. They insisted on the use of English as the medium in post education. Here, the
reason of the denial was not clearly stated by the author. It leaves a doubt in the readers’ mind of
the justification in the societies’ attitudes towards local languages. The real reasons behind why
local languages treated down way in education compared to English remains silent.

Apart from that, in page 132, in paragraph 1, the author deliberates on the importance of
developing existing linguistic resources in Botswana as a powerful tool to resist English
language. However, the examples of the resources already developed and being developed on the
way were not mentioned or named by the author. Lack of explanation in this part, gives lesser
understanding of what was really meant by the resources.

Finally, in the conclusion, the author suggested for a policy that combines both mother
tongue and English medium education from primary onwards. However, Botswana as a
multilingual country should be emphasized in practicing a multilingual education policy. Author
could include the examples of multilingual education models implemented in similar setting
nations. Therefore, readers can relate between the current and future language policy and
planning in Botswana.