A child can be intelligent, curious, and eager to learn—and still struggle in school because the language of instruction is unfamiliar.
Across Africa, many children begin school speaking one language at home and encounter another in the classroom.
Suddenly, learning mathematics, science, history or reading also means learning a new language.
That creates an unnecessary burden.
The problem is not that children should never learn international languages. English, French, Portuguese and Arabic can open doors to higher education, international communication and employment.
The question is whether children should have to choose between learning these languages and learning effectively.
When language becomes another subject
Imagine a child who understands a concept when it is explained at home but struggles to understand it when the same idea is presented in a language they are still learning.
The child may appear to be falling behind.
But sometimes the problem is not the child’s ability. It is the language through which knowledge is being delivered.
When children can begin learning in languages they understand, they have a stronger foundation on which to build other languages and more complex knowledge.
African languages can therefore play an important role in improving access to education—not by replacing other languages, but by making learning more accessible.
What about science and technology?
One common argument is that African languages are not suitable for teaching modern subjects such as science, technology, engineering or mathematics.
But languages grow when people use them.
New words can be developed. Technical concepts can be explained. Textbooks can be produced. Teachers can create learning materials. Digital tools can support students.
The bigger question is whether we are investing enough in making this possible.
A language cannot become a language of science if scientific knowledge is never consistently produced in it.
The people and resources matter
This is where the challenge becomes bigger than language policy.
Africa needs teachers trained to teach in African languages. It needs curriculum developers, writers, translators, editors, and publishers who can create high-quality educational materials.
It also needs digital learning platforms and educational technologies that support African languages.
Without these investments, policies supporting African-language education can remain on paper.
And this is another area where Africa faces a shortage of skilled language professionals.
Building from the classroom
The goal should not be to isolate African children from the rest of the world.
It should be to give them a strong foundation from which they can engage with the world.
A child who learns confidently in their own language can then build additional languages without sacrificing understanding.
For Agenda 2063, education is central to building the skilled, knowledgeable, and innovative citizens Africa needs.
That future cannot be built by leaving the languages spoken by millions of Africans outside the classroom.
Africa’s languages should not only carry our stories from the past. They should also carry the knowledge that will shape our future.