In 2020, the Government of Botswana decided to come up with an inclusive Languages Policy in Education which will facilitate the introduction of local languages at lower primary. The introduction of local languages in pre-primary and early primary schools is a very significant step in Botswana's educational system, as it formally recognizes the multilingual nature of the country. This initiative responds to debates by researchers on mother tongue education. Language communities have high expectations, as they feel that this would be one way the country would fulfill its ideals of democratisation, language rights, and improving pedagogy for learners who do not have the national language Setswana as their home language. This chapter seeks to make a critical reflection on this developing situation, and assess the broad implications of the proposed languages policy in education. The discussion will identify issues that need to be taken into consideration for the policy to be advantageous once signed into a formal legal document. Hitherto, the lack of an inclusive language policy has led to tragic consequences for the languages—their dearth and death. The causal goal of this chapter is to discuss the advantages of multilingual education in Botswana and examine how the recognition of multilingualism has a bearing in the formative years of education, where the policy will allow in-depth cognitive and affective development in children who are literate in their mother tongue. It is the belief of the argument made in this chapter that mother tongue will create a solid base for learners’ subsequent education processes at the higher levels. Moreover, this move will provide equal opportunities for all Botswana children, as it will level out the ground, thus enhancing equality education and democracy in Botswana.

Keywords: Botswana, languages policy in education, mother tongue education, lower primary, Botswana languages, multilingualism

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