We often assume that the answer to linguistic diversity is choosing one “strong” language to unify people. But what if the real solution is using languages together rather than forcing a choice?
This is the idea behind linguistic complementarity (LC), explored in a recent study on postcolonial African states. The author argues that African societies face a “language question”: whether to rely on colonial languages (like English or French) for global reach, or indigenous languages for cultural authenticity & identity.
Instead of either/or, LC suggests both/and.
The study
- A philosophical-phenomenological approach combined with hermeneutics (interpreting lived experiences)
- Focused on South Africa, Nigeria & Tanzania, chosen for their colonial histories, multilingual realities & different language policies
- Analysed the benefits & challenges of integrating indigenous & colonial languages in education, government & media
Key findings
- Africa has nearly 2,000 documented languages, but only a handful serve as interethnic lingua francas. Nigeria alone has 450+ languages.
- Colonial legacies mean European languages still dominate education & government, often at the expense of local tongues.
- In South Africa, policies promoting all 12 official languages (including Sign Language) show promise for social cohesion.
- In Nigeria, bilingual education & even Pidgin English illustrate grassroots forms of LC.
- In Tanzania, Swahili balances national identity with English for international engagement.
- A striking statistic: in some regions, 63% of children drop out before finishing primary school largely because they are taught in a language they don’t understand.
Why it matters This study draws on African philosophy (particularly Asouzu’s theory of complementary reflection) to argue that no single language can capture reality alone. Just as light & shadow coexist, languages complement each other. Think of Chinua Achebe, who wove English & Igbo together in literature—an act of LC in practice.
Teacher Takeaways
- Value learners’ full linguistic repertoires. Let students draw on L1 for sense-making before moving into English.
- Promote “both/and” thinking: English for global communication, local languages for cultural depth & cognitive grounding.
- Consider classroom activities that make translanguaging visible, e.g. bilingual debates, code-switching analysis, or comparing proverbs across languages.
Obviously things are a bit different in the context of ELT, but the principle still resonates: while learners may come to class to study English, their other languages are not obstacles — they are resources that can deepen understanding, foster confidence & enrich communication.
This framework isn’t just for Africa. In multilingual classrooms worldwide, the question is similar: do we restrict learners to one “prestige” language, or let them harness the strengths of all their languages?
How do you see the balance between English & local languages in your teaching context?
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