LANGUAGE OF INSTRUCTION IN AFRICA: ITS CHALLENGES AND THE ASSISTANCE OF BICS AND CALP IN PUTTING IN PLACE APPROPRIATE EDUCATIONAL LANGUAGE POLICIES The case of Tanzania Language Policy

This paper explores the choice of language of instruction in African educational system, distinguishing between Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency. It discusses how various factors – ideological, socio-economic, pedagogical and financial influence language policy decisions. It provides a comprehensive analysis of the complexities involved in setting educational language policies in Africa. The focus of this Paper is on African countries on where Tanzanian language policy is taken as an example to represent the rest of the countries. The paper contends that there are several non-academic factors that guide the choice of medium of instruction in Africa. Also, the paper reveals several challenges faced by language policy makers in choosing a language of instruction. The challenges include; colonial influence, absence of ethically neutral lingua franca, and the influence of political powers. Furthermore, the paper discloses the role of BICS and CALP in choosing appropriate medium of instruction. like using native language in teaching, making sure that a learner is competent in CALP before he goes for BICS, bringing all teacher to become teachers of language in their respective subjects. This paper recommends that, one, language policy makers to consider the concepts BICS and CALPS in putting in place appropriate educational language policies in Africa. Also, language policy makers should be realistic when formulating language policies. Lastly, the role of teaching language should not be left to the language teachers only, all teachers should be prepared to be teachers of language in their areas of specialization.