For many decades, education policies across Africa have been shaped by the legacy of colonialism, with languages like English, French, and Portuguese often chosen as the primary media of instruction from the earliest years. The logic has typically been centred around global competitiveness, uniformity, and economic utility. However, growing evidence from both research and grassroots practice strongly supports a shift toward teaching young learners in their first language, the language spoken at home. This approach is proving to be a transformative key to unlocking literacy, deepening understanding, and laying a stronger educational foundation.
Children learn best when they understand what is being said to them. It sounds obvious, but for millions of African children entering school systems that teach in unfamiliar languages, comprehension becomes the first and most persistent barrier. Instead of being free to explore new ideas, they are trapped in a constant struggle to decode unfamiliar sounds, phrases, and structures. They are expected not just to learn to read but to do so in a language they may not even speak fluently. This dual challenge significantly delays their progress and often leads to early frustration, low self-esteem, and dropout.
When children are taught in their mother tongue, this cognitive burden is lifted. Their brains are able to focus entirely on learning the skill of reading, rather than expending extra energy on translation and interpretation. They grasp phonetic patterns more naturally, understand the meanings behind texts more quickly, and begin to use language expressively with confidence. As a result, literacy becomes less of a technical hurdle and more of a tool for learning, communication, and growth.
The early years of a child’s life are critical for brain development, especially in language acquisition. Studies in child development and neuroscience show that during this period, the brain is at its most plastic, open to forming connections, absorbing information, and building the foundations for future learning. Teaching in a language a child already knows leverages this window of opportunity to the fullest. It allows the brain to build solid neural pathways related to language, comprehension, and analytical thinking, skills that are vital not just for reading but for all future academic success.
Moreover, mother-tongue instruction strengthens the child’s connection to culture and identity. Language is more than a means of communication; it carries within it values, traditions, worldviews, and belonging. When children see their language used and respected in formal education settings, it validates their experiences and promotes a sense of pride. They no longer feel that their homes, families, or communities are somehow less important because they do not speak English or French. Instead, they begin to understand that learning can be rooted in who they already are, not who they are expected to become.
The positive effects are not limited to students alone. Teachers also benefit when they can instruct in a language they speak fluently and intuitively. Communication between educators and learners becomes more effective, nuanced, and empathetic. Instructions are clearer, questions are more thoughtful, and classroom discussions are more inclusive. Teachers can also draw from local contexts, using examples and metaphors that students can relate to from their own lives. This deepens understanding and makes education more relevant, especially in communities where formal schooling can often feel detached from everyday reality.
There is also a strong equity argument for mother-tongue instruction. In many rural and low-income settings, children come into school with little to no exposure to English or French. This puts them at a significant disadvantage compared to their urban counterparts who may have access to books, media, or parents who already speak these languages. When instruction begins in an unfamiliar language, the gap between rich and poor, urban and rural, widens. However, when all children are taught in a language they understand from the outset, everyone starts on a more level playing field. Literacy outcomes improve not only for a few, but across the board.
In recent years, some African countries have begun implementing mother-tongue education policies, recognising the need to bridge the gap between language and learning. Ethiopia, for example, has been at the forefront, mandating local language instruction for primary education. Similarly, in Nigeria, several states have piloted Yoruba-based literacy programmes, with encouraging results. Children taught in their local language demonstrate improved reading skills, better comprehension, and higher rates of school retention.
Yet, there are challenges. Many education systems lack the resources to produce textbooks and learning materials in multiple indigenous languages. Teacher training programmes may not adequately prepare educators to teach reading in mother tongues, and there is sometimes resistance from parents who believe that early exposure to English or French is essential for future success. These concerns are understandable but often based on misconceptions. Research shows that children who first develop strong reading skills in their mother tongue are better equipped to learn second languages later on. Rather than delaying proficiency in global languages, mother-tongue instruction builds a stronger linguistic foundation that supports lifelong learning.
Additionally, there is a broader societal responsibility to elevate the status of local languages. Too often, speaking indigenous tongues is seen as backward or unprofessional, especially in urban and elite circles. To change this perception, governments, educators, and the media must actively promote the value of linguistic diversity and cultural heritage. Schools should not be places where languages are erased, but where they are celebrated and sustained.
Parents have a role to play as well. The growing trend of raising children exclusively in English—sometimes at the expense of their mother tongue—can inadvertently hinder early literacy development. Children who are not given the chance to speak and read in their first language may lose touch with a vital part of their identity and miss out on the cognitive benefits that bilingualism and multilingualism provide. Encouraging the use of mother tongues at home, alongside formal education, creates a rich linguistic environment that supports holistic development.
In conclusion, the use of mother-tongue instruction in early years is not just an academic issue; it is a matter of educational justice, cultural preservation, and effective learning. It allows children to begin their schooling journey with confidence, clarity, and connection. It opens the doors to literacy not as a foreign territory but as a familiar and welcoming landscape. By grounding early education in the language of the home, we give every child, not just the privileged few, the chance to thrive.
