Multilingual Education and Language Development: A Systematic Literature Review of Educational Practices and Policies in Botswana and South Africa

This research critically evaluates multilingual education practices and policies in Botswana and South Africa, with a focus on their impact on language development, cultural preservation, and academic outcomes. Using a systematic literature review, it synthesizes findings from 2000 to 2025, employing thematic analysis, policy analysis, and narrative synthesis. Key practices such as Botswana's mother-tongue instruction in Setswana and South Africa's translanguaging approach highlight contrasting policy implementations. While Botswana’s emphasis on Setswana fosters national unity but marginalizes minority languages like Kalanga and Shiyeyi, South Africa’s inclusive multilingual framework demonstrates potential yet struggles with consistent application due to societal preferences for English and resource disparities. The study underscores the importance of aligning language policies with sociolinguistic realities, advocating for equitable resource allocation, teacher training in multilingual strategies, and community-driven approaches. Recommendations emphasize integrating indigenous languages, leveraging technology for linguistic inclusion, and fostering cultural preservation. These findings contribute globally to understanding the role of multilingual education in advancing equity and inclusivity within linguistically diverse contexts.