Language-in-Education Policy and Practice in the Democratic Republic of Congo

Abstract

This paper concentrates on the language-in-education policy and practice in the Democratic Republic of Congo (DRC) particularly in Kalemie region. It intends to examine the practicality of language-in-education policy in schools and to examine the challenges pertaining to the implementation of the language of education policy. Data collection was done in four schools, two primary and two secondary schools in Kalemie region. The study employed a qualitative approach and the data were gathered through interviews, focus group discussions, observation and documentary review. Simple random sampling was used to get standard six pupils, form one students and teachers. The study employed the Proficiency Theory as a theory of bilingual education developed by Cummins. The study reveals that teachers from secondary schools use French language as a medium of instruction. It also indicates that language competence of the students is very weak. This is due to the transition from the national language, Kiswahili to French. The study notes that students are not comfortable with the medium of instruction, in this case French. It was discovered that, teachers face serious challenges on implementing the policy, such as students not being comfortable with the medium of instruction in the class, absence of teaching and learning materials, inadequate textbooks in schools, and lack of an organized library. However, the students indicated that, even if they have problems with French, they still prefer it to Kiswahili, since it is a language for their future job opportunities. The study recommends that there is a need for a political will to ensure the existence and growth of African languages and their position particularly in education.