Kiswahili is a poor choice for Uganda

The Port of Zanzibar is a melting pot of cultures where Swahili first took root between Africans and Arab traders

Livingstone Walusimbi

The Government Bill in the White Paper proposing Kiswahili to be Uganda’s second official language must be strongly condemned and fought.

First of all, Kiswahili is not an indigenous language of Uganda. Secondly, it is a language without culture because it does not belong to any human being. In other words, it is not an indigenous language of any tribe on earth.
Historically, Kiswahili was created by the Arabs for trade with the natives at the coast of East Africa.

It started as pidgin Arabic. The word Swahili is Arabic and means people of the cost (sahil) and Kiswahili came to mean the language of the coastal people.

After a long time this pidgin developed into a non-indigenous language. About 85% of the words in Kiswahili are Arabic. Uganda is a very rich nation culturally because she has a great number of languages.

If Kiswahili, a non-native language and worse still, a language without culture, is made a national language, our languages and rich cultures will gradually fade away.

Are Ugandans ready and willing to lose their natural identities?

Following the 1948 Universal Declaration of Human Rights by the United Nations Organisation, everyone has the right to use his or her language in any environment.

All language communities are entitled to an education which will enable their members to acquire a full command of their own language including the different abilities relating to all the usual spheres of use.

The Declaration goes further to state that all language communities are entitled to an education which will enable their members to acquire a thorough knowledge of their cultural heritage — history, geography, literature, and other manifestations of their culture.

The constitution of Uganda article 37 also states that every person has a right to..... maintain and promote any culture, cultural institution, language, tradition....”.

If the said Government Bill is passed by Parliament, many of our native languages and wonderful cultures will die.

Tanzania is a very good example of countries whose majority of indigenous languages and cultures have died out because of making Kiswahili an official and national language. President Nyerere made this terrible mistake because he was after political unity.

Like the majority of African rulers or leaders, Nyerere thought that unity was brought about by having one language. He did not have the vision of unity in diversity. The majority of the native Tanzanians are today in a pitiable situation because they no longer have indigenous languages and culture.

Unity is not brought about by having one language. Somalia, Rwanda and Burundi respectively speak one language but there is no unity in their countries. Hence, unity can only be enhanced by the quality of the cultural, language and knowledge systems. These form the basis of any administration that aspires for unity.

The Ministry of Education and Sports at the end of 2003 set up a team of consultants to review the Primary school Curriculum. The provisional findings of the commission show that the teaching of Kiswahili has not taken off effectively because of lack of trained teachers of the language and lack of interest by the teachers. Worse still, the team found out that Kiswahili had negative connotations for historical reasons and thus was looked down upon by adults in various areas of the country.

The negative connotation of Kiswahili in Uganda is obvious. In the past, Kiswahili was recognised as a language of ‘wrong doers’ namely, the murderers, thieves, torturers and many others. It was and still is the language of the armed forces and other security personnel. This was also recognised as a trade language used particularly by the Indians shopkeepers.

Kiswahili has never and will never be recognised in Uganda as a language of learned people because it is intellectually still a ‘mimic’.

The writer is a member of the UNESCO Advisory Committee for Linguistic Pluralism and Multilingual Education< p>

Published on: Wednesday, 15th December, 2004

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