Tag Archives: Bousso Drame

Senegal Needs to Stop Using French as the Primary Language of Instruction

 

I was inspired to write about this thanks to a friend’s Facebook status about how Senegalese wrestlers were interviewed in French ― “when many of them cannot communicate well in Wolof, let alone in French.” Although the wrestling match took place in Bercy, France, the journalists who interviewed the wrestlers should have addressed them in Wolof and use interpreters to translate for the French. As my friend noted, when Americans go to France, they are provided interpreters and not forced to speak the host language, even if they could manage a basic conversation in it. As a matter of fact, Juan Carlos, the wrestler from Spain who adopted the Senegalese sport and was among the participants at Bercy, was interviewed in Spanish.  Language is one of the major carriers of culture. Imagine if the wrestlers were asked to perform their bakk, these intricate panegyric chants that often highlight a wrestler’s trajectory while taunting possible opponents, in French! The meaning of such performance would have become senseless, if not comical.

The second reason for this post is Bousso Dramé’s letter to the French Consulate in Dakar, which went viral on social media in the past couple of days. Ms. Dramé won the National Grand  Prix d’Orthographe, a prestigious prize that proved her command of the French language. As the winner, she was supposed to travel to France for an all-expense-paid training in film studies. But when Miss Dramé went to the French Consulate in Dakar to apply for a visa, she was repeatedly disrespected by the staff, as it is often the case for Senegalese visa seekers. To show her outrage Miss Dramé wrote a letter to the French Consulate renouncing the visa as well as the prize. As she states in her letter, “It is time for Africans to respect themselves and demand to be respected by others.” I could not agree more but I feel that respect for oneself starts from being proud of one’s culture and Senegal is too dependent on the French language. The Senegalese educational system is a copycat of the French model and French continues to be the language of instruction. This practice only devalues Senegal’s indigenous languages and shows a severe complex of inferiority. I am happy that the Senegalese have great command of French and are able to win prestigious prizes for it. I however look forward to the day when similar competitions are held for Wolof, Pulaar, Diola, Sereer, and the many other ethnic languages that comprise Senegal’s rich linguistic heritage. Respect for oneself should start with ditching French as the primary language of instruction in schools and adopting Wolof, Senegal’s lingua franca― which over 70% of Senegalese speak or understand.  I am not against teaching French in Senegalese schools. I just think it should be a second language like English, German, and other European languages.

French has been imposed on the Senegalese for too long and learning it is a traumatic experience for many.I believe my attitude toward French is because I feel the language was imposed on me as well. Although I initially came to the US as a French instructor, my usage of French has been limited to reading and the occasional conversation. One might think that I ditched my “French roots” in favor of American ones, but that is not the case. I simply do not care much about French. I don’t remember loving French or feeling the need to speak it. Those of you who are old enough to remember le symbole know how traumatic learning French was in Senegal.  To those who did not go through it, le symbole was literally a “necklace of shame” made with some disgusting materials.  In my elementary school, it was a huge cow bone attached to some rags.  Any pupil in 4th grade and beyond who was heard speaking Wolof or any other indigenous language, would have to wear the necklace of shame as a symbol of their faux pas and unwillingness to speak the language of De Gaulle. I never wore that horrible necklace. Not because I was fluent in French as a 4th grader, but because I was good at cheating my peers. I was one of the best students and my classmates probably believed that since I was a good student, my French must have been good too. On occasions I was caught speaking Wolof, I would defiantly deny it and invent a French word. But despite the fact that I never wore the necklace, I was terrified of it. I knew that if word got to my parents that I was caught not speaking French, I would get in trouble. Yes, parents also participated in this “Frenchization” of their children. Ironically, many parents, especially those who did not understand French, found it disrespectful if their child spoke to them in French. So in a sense children were told to switch back and forth from their native language to French depending on the place, as if language and culture are accessories one can wear and take off whenever needed. I know it is possible to navigate languages and cultures but when the switch is forced on the person, it becomes problematic.

Fifty three years after independence, I still cannot comprehend why major effort is not being made to use Wolof. I understand that the Senegalese have appropriated French and made it their own. Actually, I believe that the French language is alive and richer because of the many former colonies that continue to use it as “official” language. This does not change the fact that French is a foreign language for most Senegalese because they do not speak it at home. I believe this is the major reason why the Senegalese educational system continues to be in crisis. Children have to spend a long time trying to master the language before engaging is learning other subjects. This approach makes it difficult for them to learn through critical thinking. Imagine how much better and faster children would learn if they were taught in the language they think in. Primary learning engages both the conscious and the unconscious, and therefore can be best accomplished if done in the language one thinks in. It is counter-productive to force children to learn and think in a language different than their native tongue, and expect them to achieve proficiency early on in order to learn math, sciences, and other subjects.

Although Senegal has come a long way in reclaiming some of its linguistic heritage thanks to the proliferation of private radios, which made it possible for the news and talk shows to be delivered in indigenous languages, the bulk of the effort should be directed at making Wolof the major language of instruction. Some would argue that Wolof is not the only indigenous language, and that adopting it as the primary language in schools might undermine other ethnic languages. I would say that if people have not objected to French being the language of instruction, they should be fine with using Wolof.

I look forward to your comments.