Language of instruction: Concerning its choice and social prestige in Burkina Faso

Abstract This article explores and discusses one of the main findings author’s recent dissertation, namely that parents’ pupils’ choice language instruction in formal schooling depends on its social prestige. The author first reviews latest research education sub-Saharan Africa, asks why indigenous languages are so rarely used this region, despite political demands for their greater use ample scientific showing positive effects. Burkina Faso exemplifies seemingly contradictory situation. Indigenous French complementary non-formal as well areas informal education; however, a closer look at application each reveals have lower prestige than French, expected required outcomes. is possible explanation low usage rates extent to which