Theory and Practice of Multilingual and Multicultural Education in Botswana Lower Primary Schools

Abstract

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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