The chapter discusses issues of languages in education in Botswana. The authors argue that the current language in education practice is at variance with the realities on the ground in which some parts of the population's children do not speak Setswana and English, yet they are required to learn in these languages. Botswana languages in education practice is contrary to theories of multilingualism and multiculturalism that advocate that where there are many languages, there should be proper planning to facilitate learning and also democratize of the curriculum. The discussion limits itself to early primary education level where the learning difficulties are acute, and a solution is required to manage language learning difficulty by using mother tongue medium of instruction.
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The Botswana education system from colonial and post-colonial times recognizes English and Setswana as languages of education in basic education levels (Ndhlovu and Makalela, 2021; Bagwasi, 2016; Nyati-Saleshando, 2011). Thereafter, English is the language of instructions up to tertiary education level. At primary school level, all learners from various ethnic and linguistic groups who do not speak Setswana and English at home are required to use these two recognized languages on their first day of school (Chebanne and Kewagamang, 2020). Since these languages are foreign to the young learners, the linguistic trauma, and the pedagogical hurdles are real and daunting for teachers (Nyati-Ramahobo, 2004). This happens because the practice of language in education use in Botswana is not a clear constitutional formulation, but merely inferred from various constitutional texts and administrative practices that indicate that English is a requirement in communicating official matters and Setswana is a national language (Chebanne, 2015b; Janson and Tsonope, 1991).
In the Botswana languages use practice, there is downright quietness about other languages of Botswana and thus they do not have any role in education (Nyati-Ramahobo, 2004; Nyati-Ramahobo, 2000, albeit school-going children from these disregarded language communities arrive at school not knowing the two languages of schooling (Chebanne and Kewagamang, 2020). Whereas in Botswana education policies of equal access are talked about, the lack of the use of ethnic languages in education at an early stage of education testifies to inequity and inequality (Chebanne and Moumakwa, 2017; Nyati-Saleshando, 2011). Accordingly, the equality in access as expressed in Botswana is a myth (Batibo, 2015a). Related to this restrictive language use in education practice, there is the question of the disregard of enjoyment of culture especially from these other language communities of Botswana (Nyati-Saleshando, 2011). For them, the current minimalist language use practice in education, favouring only English and Setswana means that their languages are effectively rendered superfluous even in family language use domains (Chebanne and Moumakwa, 2017; Chebanne, 2015b; Chebanne, & Nyati-Ramahobo, 2004).