Silent Shifts: The Covert Promotion of English (L2) in Eswatini First Language (L1) Education Framework

Abstract

Rooted in game theory and the economics of language, this qualitative study examines the muted shift entrenched in the Eswatini language-in-education policy. The principal question the study addresses is: Do schools and classroom practices in Eswatini support the provisions of the national language-in-education policy? Data are drawn from archival document analysis, observations and interviews conducted with teachers and government officials randomly selected from the four administrative regions of Eswatini. The findings reveal that despite the theoretical objectives of the language-in-education policy, such as promoting additive bilingualism and cultural pride through siSwati, the actual implementation practices reflect a stark contradiction. SiSwati enjoys official status but is sidelined in practice in favour of English and other globally valued languages. This practice has resulted in English being the preferred language of all educational institutions — a preference that has created difficulties for content teachers in addressing students’ language needs in the context of individual schools’ domestic policy guidelines. From the findings, the study argues that despite the best intentions, language policies might, like other ‘placed resources’, become dysfunctional when the Ministry of Education and Training fails to provide consistent support, clear implementation guidelines and adequate teacher training aligned with the policy guidelines. The Ministry of Education and Training is aware of the inconsistency between policy and practice, but it is unable to take serious action to curtail this practice, as the policymakers themselves subvert the public good.