LANGUAGE AND EDUCATION IN THE CONTEXT OF DECOLONIZATION

Abstract

Given the problems associated with colonialism, globalization and the need for decolonization, the issue of language has never been more topical. Are independent African states justified in continuing to use the languages of the colonizers in national processes such as government proceedings and instruction in classrooms? In most cases indigenous communities struggle to gain mastery and proficiency of these foreign languages. A lot of time, effort and energy is lost in the process, yet they have their local languages ready for use! How can indigenous Africa languages be promoted in education and general human capital development? The methodology is basic research, while the theoretical framework is critical theoretical analysis through the lens of the interference theory, notably through proactive and retroactive interference. In other words, using either indigenous or European languages as medium of instruction in our contemporary educational systems is fraught with challenges associated with acculturation. From a psychological perspective, retroactive interference implies the interference of older memories (informal learning experiences acquired through traditional education systems) with the retrieval of newer memories (learning in formal and non-formal European settings). Secondly, proactive interference is interference of newer memories (those from modern European educational systems) with the retrieval of older memories (African traditional worldview for example). Consequences of the aforementioned include; learners master neither