Mohammad Javad Ahmadi

4th International Language and Education Conference Bangkok, 6-8 November, 2013

Multilingual education in Afghanistan: Achievements, challenges, and policy options

Languages in Afghanistan

• About 30 languages are spoken in Afghanistan

• Two national official languages: Dari and Pashto

• Eight official minority languages: Uzbeki, Turkmani, Baluchi, Pashai, Nuristani, Sheghnani, Gujuri, and Pashaee

Language Education in the Constitution

• Article 16: The Turkic languages (Uzbeki and Turkmen), Baluchi, Pashai, Nuristani, and Pamiri are – in addition to Pashto and Dari – the third official language in areas where the majority speaks them.

• Article 43: The state is also required to provide the opportunity to teach native languages in the areas where they are spoken.

Article 32 of the Education Law

• Language of teaching shall be selected from one of the two state official languages, based on the current language spoken by the majority of the population residing in the area, in accordance with its related rule.

• In the areas where spoken language of the majority of the people is the third official language in the country (Uzbeki, Turkmen, Pashai, Nooristani, Balochi, Pamiry, and other languages), in addition to teach Pashto and Dari languages, opportunities for teaching of the third language as a teaching subject shall be prepared.

Current situation

• Textbooks for all grades are developed in both Dari and Pashto languages

• Students study either in Dari or Pashto language, depending on the neighborhood's major language

• Second national language is taught in Grade 4 and upward as a subject

Current situation (continued)

• The minority languages should be taught in Grades 1-12 as an extra subject to the children of minorities,

• Textbooks in the minority languages are developed up to Grade 6 so far,

• Textbooks are printed, but most minority students have not received the textbooks (due to logistical weakness, corruption, lack of enough attention to minority languages)

• Extra three hours are allocated to teaching the local languages, but in practice, it is often not implemented

Number of Languages in each Level

Challenges

• A lack of consensus within the ministry on the importance of mother-tongue education in the case of small ethnic minorities

• The political fear of weakening national unity by strengthening local languages, especially through possible interference of neighboring countries

• Negative perceptions of some linguistic minorities towards education in local languages

Challenges (continued)

• Shortage of written literature in local languages and diversity within each language

• A lack of reliable data on the number of school-age children of linguistic minorities

• Shortage of qualified teachers for teaching local languages;

• The possibility of losing future opportunities and further marginalization of ethnic minorities by studying in local languages

Policy Questions

• What language to use in multicultural schools where students are mixed?

• Should all textbooks for Grades 1-3 be in local languages or just keep local languages as separate subjects?

Thank you!

Questions?