Universal Journal of Educational Research Vol. 12(2), pp. 35 - 48
DOI: 10.13189/ujer.2024.120202
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Language Policy in Ethiopian Education System: Competing Assumptions and Practices

Fadil J. Abbagidi ^1,*, Mulugeta Tsegai ^2
1 Department of Teacher Education, Institute of Pedagogical Sciences, Mekelle University, Ethiopia
² Department of Educational Planning and Management, Institute of Pedagogical Sciences, Mekelle University, Ethiopia

ABSTRACT

Understanding why certain policy choices were made, why they worked or failed, and the distal and long-term consequences they produced requires a rigorous analysis. Analyzing the existing language policies in the Ethiopian education system requires an in-depth understanding of the policy alternatives available, the rationale behind the policy choices made, the results achieved through endorsing the policy options and, the planned and unplanned effects of the policy adopted. This manuscript, therefore, presents a detailed account of language policy in the Ethiopian education system with particular emphasis given to the general education system. Through utilizing a systematic content analysis approach, the paper attempted to explicate the competing assumptions that shaped the development, implementation and evaluation of language policies in the Ethiopian education system. The review revealed the existence of various competing assumptions that influenced the adoption and implementation of language policies in the Ethiopian education system. The political ideologies espoused remained to be one of the fundamental forces that shaped and influenced the selection and use of instructional language policies in Ethiopia. Similarly, the quest for cultural pluralism and the right to use, develop and promote one's cultural, traditional and linguistic heritages in the education was observed to be one of the pillars of the longstanding struggles between competing claims. Apart from this, global dynamics such as international relations, colonialism, UN declaration of universal human rights, the global commitment to EFA, MDGs and SDGs played a salient role in influencing Ethiopia's education policy in general and the language policy in particular. The existence of such diverse interests often challenged the successful implementation of the policy which also impacted the quality of the instructional process, students' rate of learning and achievement. Based on the review results, the implications of the findings on language policy, quality of education, instructional process and teachers' professional development are discussed.

KEYWORDS
Language, Policy, Education, Culture, Society, Diversity

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Fadil J. Abbagidi , Mulugeta Tsegai , "Language Policy in Ethiopian Education System: Competing Assumptions and Practices," Universal Journal of Educational Research, Vol. 12, No. 2, pp. 35 - 48, 2024. DOI: 10.13189/ujer.2024.120202.

(b). APA Format:
Fadil J. Abbagidi , Mulugeta Tsegai (2024). Language Policy in Ethiopian Education System: Competing Assumptions and Practices. Universal Journal of Educational Research, 12(2), 35 - 48. DOI: 10.13189/ujer.2024.120202.