Effects of Expectations and Perceptions of Mother-Tongue Education in Oromo in Oromia Regional State, Ethiopia

Abstract

This article investigates how people’s expectations and perceptions affect mother-tongue education in general and in Oromo in particular in Oromia Regional State, Ethiopia. The study employed questionnaires and interviews to gather relevant data. The data gathered through questionnaires were analysed using percentage and chi-square tests, whereas the data collected through interviews were analysed by generating thematic and conceptual categorisation. The study generally reveals that entrenched myths and negative perceptions of indigenous languages are some of the key factors hampering mother-tongue use in education. The findings imply that unless strong political and administrative support is given to mother-tongue education and public awareness is created about it, efforts to make Oromo a language of education, intellectuals and development may remain fruitless.

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