Interactions Between English and Bambara in the Learning Process: Towards a Didactics of Complexity
DOI:
https://doi.org/10.36950/Keywords:
Complexity, didactics, translanguagingAbstract
The interaction between languages in the learning process is a complex phenomenon influenced by linguistic, cognitive, and sociocultural factors. This article investigates the dynamic relationship between English and Bambara as a medium of learning within an African educational framework. Relying on a comprehensive documentary analysis, translanguaging, distributed cognition, and the didactics of complexity, the study examines the role of Bambara as a mediating language in the acquisition of English. It also suggests that the strategic use of local linguistic resources can facilitate the comprehension of abstract concepts, enhance communicative competence, and promote critical thinking. The findings indicate that multilingual learning environments, when effectively structured, contribute to deeper cognitive engagement and more meaningful language acquisition. They thereby show that the integration of local languages into English language instruction remains a challenge due to restrictive linguistic policies in Francophone Africa, which often favor monolingual approaches and neglect the potential benefits of linguistic diversity. This article argues for a systemic and integrative pedagogical approach that positions Bambara not as a hindrance but as a valuable asset in English learning. By advocating for curriculum reforms that acknowledge the cognitive and sociocultural advantages of multilingual education, the study underscores the importance of rethinking language policies to align with the realities of African learners. Ultimately, this research contributes to the broader discourse on language education by proposing a more inclusive and contextually relevant framework that leverages local languages to support English acquisition in multilingual settings.
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