The story of education in Zambia cannot be fully told without revisiting the colonial legacies that continue to shape language policy and classroom practice.
At the heart of this enduring influence is the privileging of English over Indigenous languages, a dynamic that began under British colonial rule and persists despite decades of independence.
This article explores the historical underpinnings, theoretical debates, empirical evidence, and contemporary implications of Zambia’s language-in-education policy.
1. Rise of Linguistic Hierarchies
Colonial education in Zambia was never a neutral or benevolent project. Designed primarily to serve the needs of the colonial administration and facilitate resource extraction, education under British rule was a strategic tool of cultural assimilation and control.
English was deliberately positioned as the language of modernity, governance, and upward mobility. Indigenous languages, by contrast, were dismissed as unfit for formal education and intellectual pursuits.
This marginalization of local languages helped establish a lasting linguistic hierarchy. English became synonymous with success, while Indigenous languages were sidelined, leading to the erosion of traditional knowledge systems, cultural identity, and locally grounded pedagogies.
2. Postcolonial Continuities
When Zambia gained independence in 1964, the expectation was that educational structures would be reformed to reflect Indigenous values, languages, and knowledge systems.
However, English remained the dominant medium of instruction across all levels of education. Institutional inertia, coupled with global economic pressures and donor-driven policy frameworks, stalled meaningful reform.
This has created a persistent tension between global integration and the desire for cultural authenticity. Language policy remains a site of struggle, between maintaining relevance in a globalized world and reclaiming Indigenous identity and epistemology.
3. Language, Power, and Resistance
Postcolonial theorists like Edward Said and Ngũgĩ wa Thiong’o argue that language is never just a communication tool—it is also a medium of power. Ngũgĩ, in particular, highlights how language was weaponized during colonialism to alienate African peoples from their own histories and cultures, a phenomenon he terms “epistemic violence.”
Language policy, then, is not simply about pedagogy, it is deeply political. It reflects decisions about whose knowledge matters, whose identity is validated, and whose future is envisioned.
4. The Case for Multilingualism
Decades of research, including reports by UNESCO and scholars like Jim Cummins, have shown the cognitive and academic benefits of mother tongue-based instruction. Students who begin their education in a familiar language perform better, are more confident, and develop stronger literacy skills.
Comparative case studies support this claim. In India, multilingual policies have supported regional diversity while improving learning outcomes. In contrast, South Africa’s continued reliance on English has deepened inequalities, especially among rural and marginalized learners.
5. Why English-Only Policies
Despite the evidence, there are strong counterarguments for maintaining English as the sole medium of instruction. Proponents cite the need for global competitiveness, ease of international communication, and national unity.
They also point to practical challenges such as the lack of teaching materials in local languages, inadequate teacher training, and the complexities of implementing multilingual curricula in resource-constrained environments.
These arguments, while not without merit, often overlook the social and educational costs of exclusion and the deeper questions of equity and justice.
Education Act of 2011
The Education Act (2011) formally established English as the primary language of instruction. While it allows for some ministerial discretion, this clause is weak and rarely operationalized. In effect, the Act reinforces a rigid linguistic hierarchy that excludes Indigenous languages from meaningful participation in formal education.
2023 Curriculum Framework
The most recent Curriculum Framework (2023) continues this trend. English remains the official medium of instruction at all levels, despite policy rhetoric about inclusivity. The framework aspires to global alignment but struggles with implementation on the ground, particularly in under-resourced schools.
6. Policy vs. Practice
There is a significant disconnect between language policy and classroom reality. In many rural areas, both teachers and students struggle with English, leading to poor comprehension, rote learning, and early dropouts. Teachers often lack adequate support and materials to teach effectively in either English or local languages.
Urban schools may fare slightly better, but the underlying issue of linguistic exclusion persists, reinforcing cycles of inequality and disempowerment.
7. Decolonizing the Curriculum
To move beyond these limitations, Zambia must reconsider its language policy. Promising initiatives like the Primary Reading Programme (PRP) have shown that bilingual and multilingual education can work when properly supported. The PRP used local languages in early grades and gradually transitioned to English, improving literacy outcomes significantly.
Other postcolonial nations such as Kenya, Ethiopia, and Ghana offer additional examples of how Indigenous language instruction can promote learning and cultural pride without sacrificing global relevance.
8. National Identity and Educational Equity
A shift toward multilingual education can serve as a catalyst for national unity and inclusive development. Recognizing and integrating Indigenous languages fosters cultural pride, strengthens identity, and promotes social cohesion. It also helps reduce the systemic inequities that disadvantage rural and marginalized learners.
When children learn in a language they understand, they not only perform better academically but also gain a stronger sense of self-worth and belonging.
9. an Inclusive Future
Zambia’s current language-in-education policies are deeply rooted in colonial legacies that continue to hinder equity, inclusion, and national development. While reform is not easy, it is both necessary and urgent. Inclusive multilingual education is not a luxury—it is a pathway toward justice, cohesion, and sustainable learning.
10. Recommendations
Short-term steps:
- Pilot bilingual models in diverse regions
- Update teacher training programs to include multilingual pedagogy
Long-term strategies:
- Overhaul curriculum to embed Indigenous knowledge systems
- Engage communities in policy design and review
- Establish national language policy committees for continuous adaptation
11. Call to Action
The future of education in Zambia depends on brave and inclusive choices. Continued empirical research, informed public dialogue, and community participation are essential to developing language policies that are both locally rooted and globally relevant.
It’s time to reconcile the demands of global competitiveness with the wisdom of Indigenous knowledge, ensuring that every Zambian child, regardless of language background, has the opportunity to learn, thrive, and contribute to their nation.
Let’s keep the conversation going. Share your thoughts below or explore more education-focused insights at ronaldkaunda.com.
