Paramount Chief urges government to prioritise Lango language education

17 March 2025, 2:31 pm

By Ejang Sarah

In a passionate address, Paramount Chief of Lango, Dr. Eng. Moses Michael Odongo Okune, has urged the Ugandan government to prioritise the recruitment of teachers dedicated to instructing the Lango language in schools and institutions across the region.

Highlighting the disparity in language education, he expressed frustration over the inadequate levels of Lango language instruction compared to other languages, such as Luganda, which enjoys extensive educational support, including advanced studies up to the PhD level at Makerere University.

Dr. Odongo Okune emphasised the urgent need for the National Curriculum Development Centre (NCDC) to take immediate action by producing and printing Lango language textbooks for use from the earliest stages of education.

He argues that this step is essential for fostering an environment where the Lango language can thrive alongside other indigenous languages recognised and taught in Uganda.

Richard Acup, a former Lango language teacher at Lango College, echoed the paramount chief’s sentiments. He stressed that the government’s role in hiring qualified language instructors is crucial for revitalising and sustaining Lango language education across all levels.

Furthermore, Acup encouraged members of the Lango community with writing skills to contribute by creating Lango language literature, which is vital in ensuring the continued study and appreciation of their linguistic heritage.

Adding to the discussion, Associate Professor Opio Okaka Dokotum, Vice Chancellor of Lira University, shared his perspective on the current status of the Lango language.

He acknowledged that while Lango is not among Uganda’s most widely spoken languages, its significance should not be underestimated.

He pointed out that other ethnic groups recognised the importance of documenting their languages early, leading to the availability of numerous published materials that facilitate effective language learning.

This issue is particularly relevant because, in 2014, the Lango Language Board successfully trained twelve teachers to deliver Lango language instruction.

Dr. Odongo Okune now extends an urgent appeal for the Lango community to unite in championing their language, ensuring its preservation and continued use as an integral part of their culture and identity.

The urgency of this matter reflects a broader issue regarding the recognition and preservation of indigenous languages within Uganda’s educational system.

As the country continues to evolve, the call for inclusivity and representation in language education has never been more relevant.

A collective effort from both the government and the Lango community can pave the way for a more equitable educational framework, celebrating the richness of the Lango language and its cultural significance.