n Journal of Somali Studies - Perceptions of academic administrators and policymakers on ESL/EFL Education

Volume 6 Number 1
  • ISSN : 2056-5674
  • E-ISSN: 2056-5682



There is credible evidence in the literature on the prominence of English language as the most popular global medium. The manifold of roles it assumes in international trade, and its dominance in the global financial and business transactions, testify to the dominance of the British colonial legacy across the universe. Moreover, the enduring nature of the imperial culture, particularly its influence in the world academic arena, its ubiquity in the sphere of global cultural and commercial exchanges as well as in the advancement of science and technology worldwide provides testimony to the potential of the sway which Britain’s colonial expedition and exploitation has impacted on the entire world, directly and indirectly. To posit it more bluntly, the legacy of the cultural tension is nowhere more evident than in the newly independent nations which, after liberation and departure of colonial rule, could not pursue an indigenously-focused language policy and planning (LPP) strategy alternative to the colonial medium. That is why immediately after decolonization language policy and language planning (LPLP) became among the most debated postcolonial impasses in sub-Saharan Africa. With the exception of very few, most sub- Saharan countries are still staggering with the problem-maintaining the language of the former colonial ruler in the academia and national bureaucracy-with no unilateral solution to rid of it. In light of such reality, this study aims to augment the scant studies previously carried out on ESL/EFL and English language education in Somalia. It examines the perceptions of educational administrators and policymakers on matters related to language policy and education in the learning institutions. In specific terms, the current study enriches earlier studies on the perceptions of students on learning ESL/EFL (Eno 2017), ESL/EFL motivation (Eno et al. 2018) and a later essay on teachers’ perceptions of the challenges of ESL/EFL education (Eno 2018).

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