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Linguistic Diversity

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Linguistic Diversity: The Role of English on Education in Ethiopia

1. Introduction

Ethiopia is one of the diversified countries in Africa more than 80 languages are spoken and a diversified culture is experienced. The existing multiethnic and multilingual situation is a challenge to the education system of Ethiopia.

Each region, state, city, district, school, and classroom faces a unique demographic situation. So educators locally are facing a different environment of diversity than portrayed even by the national profile.
With the 1994 Ethiopian census indicating that some 77 tongues were spoken locally. Most of these languages belong to the Afro-Asiatic family (Semitic and Cushitic; Omotic languages are also spoken, though their classification is uncertain). Additionally, Nilo-Saharan languages are spoken by the nation's Nilotic ethnic minorities.
English is the most widely spoken foreign language and is the medium of instruction in secondary schools and universities. Amharic was the language of primary school instruction, but has been replaced in many areas by local languages such as Oromifa and Tigrinya.
After the fall of the Derg regime in 1991, the new constitution of the Federal Democratic Republic of Ethiopia granted all ethnic groups the right to develop their languages and to establish mother tongue primary education systems. This is a marked change to the language policies of previous governments in Ethiopia.

2. Purpose of the study
The major objective of the study will be to investigate the existing practice of the challenges and potentials of multiculturalism and ethno-linguistic diversity in the day-today life of people and the other segments of community in Addis Ababa. Equally, it aims at singling out how differences in ethnic and language use can hinder or contribute to the development practices of the country.

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