Beyond Luganda: My journey through excelling beyond local languages

Our local languages have played a vital role in shaping a culture-centric education system in East Africa. Uganda’s thematic-based curriculum, for instance, relies heavily on indigenous languages like Luganda, Kiswahili, and Runyakitara. This approach has created more inclusive and participatory classrooms. “Children are no longer seen as empty vessels—they can now contribute to knowledge. Teachers also see them as peers in the teaching and learning process.”

Locally-led classrooms foster a strong sense of cultural identity and belonging, capturing the spirit of African Ubuntu. Unfortunately, this Ubuntu spirit has slowly faded from our education systems, with local languages being pushed to the margins. “But truth be told, our local language is only a means to an end in this competitive world where English reigns as the lingua franca. Local languages are often introductory to learning but rarely serve as the official medium of instruction. This means preparing graduates for modern workplaces—both locally and globally— requires strong English proficiency.”

As a child, I experienced this tension firsthand. Speaking Luganda would often land me in trouble. I was publicly shamed during assemblies and even forced to wear a pig’s bone necklace as punishment for not speaking English. We were told that English was the golden key to opportunity, even at the expense of our local language. But punishment wasn’t the right approach; what we needed was fun and practical learning.

Regardless, I now juggle three languages and express myself best in English. Who knew those trials would shape my multilingual journey? There’s a popular joke: someone who speaks two languages is bilingual, three is trilingual, and one… American.

Fellow Africans, where do you fall on that scale? It’s no surprise that most business leaders, government officials and professionals send their children to elite schools where English is mastered early. These parents invest heavily to ensure their children are equipped for a globalized world. At the graduate level, Uganda produces thousands of degree holders each year, yet many struggle with basic email communication.

Since English is the official language, graduates must demonstrate competence in writing, speaking, listening and reading it. Job interviews are conducted in English. In most workplaces, knowing a local language is a bonus—not a necessity. This underscores a painful truth: local languages alone can’t land us jobs in global organizations like the World Bank. Fluency in English is a critical skill that allows communication with diverse audiences, while proficiency in local languages preserves cultural pride and Ubuntu values.

The ideal is to be rooted in one’s heritage while also engaging globally. We must remember that real English fluency goes beyond basic greetings like “How are you?” and “Fine, thank you.” Those are survival phrases.

Similarly, greeting someone in Kiswahili with “Habari” or “Nzuri” while in Kenya helps, but without deeper conversational ability, it’s limited. When I visited the Tepeth community in Karamoja, Uganda, I struggled to communicate until a bilingual girl stepped in to translate for me in English—transforming my experience.

My colleague Paul Sutherland has faced similar challenges in China and beyond. So, what does it mean to truly know a language? It means being able to read, write, express love and philosophy, argue about education, politics and business, and even laugh at a silly joke.

Without that depth, communication remains limited. One of the greatest barriers today is that a lack of English proficiency continues to shut many out of global opportunities. When I was preparing to study abroad, I had to prove my English skills—even though I had studied in English all my life.

Without passing a proficiency test, I would have missed out on incredible opportunities. My ability was assessed through the IELTS exam, which tests reading, writing, listening and speaking.

I have seen friends retake it several times despite holding university degrees. One friend admitted, “I couldn’t understand what the lady was saying.” These exams may be frustrating, but they are global benchmarks—and we must meet them. There are more than 6,000 languages spoken worldwide, with 3,000 in Africa.

Chinese may be the most spoken native language, but outside China, it’s not widely used. In contrast, English is the official language in 53 countries and the most common second language globally. If governments want their citizens to be globally competitive, they must invest significantly in education—particularly in English—while promoting local language use in homes, communities, and some school settings.

According to Google, Uganda has 70 languages. English and Kiswahili are official. These languages reflect our identity and heritage, but making English a primary medium of instruction helps unlock international opportunities.

Authors like Chinua Achebe and Chimamanda Ngozi Adichie—gained global recognition by expressing African stories in English. My colleague Paul Sutherland, author of Amani the Boda Boda Rider, writes in English to help children develop confidence and literacy.

His story of a brave girl challenging cultural norms resonates deeply. Though many have asked for translations, Sutherland focuses on helping children build their English skills. His books also use visuals to support creative learning.

As someone who has travelled widely, I value experiencing different languages, music and cultures. But language barriers often limit how deeply I can connect. My dream is to make education work for every child.

Author: Zaharah Namanda, Utopia Foundation Executive Director

This article was first published by The Observer