This paper examines the patterns of language use and language preference of some children aged 6–15 and their parents at the University of Botswana. The results indicate that the majority of the children speak Setswana and English, despite the fact that they come from different language groups. However, Setswana, the national language, is the more widely spoken. Very few of the children speak languages such as Ikalanga, Otjiherero and Sesotho and other minority languages. The language preferences of the children and their parents differ. Although many of the children speak two or three languages, they prefer only one – Setswana. However, the parents of the children prefer them to speak English rather than Setswana, especially in the school and playground. They also prefer their children not to speak English at home, although the children actually do so. Children from other language groups prefer English to their mother tongues. Generally, the study shows the continued growth of Setswana and English, and the gradual decline of the other local languages, except Ikalanga. The government is reported to be considering introducing a third language as a medium of instruction in the hope that it will stop the decline of minority languages.
The paper reports a positive shift in the attitudes of some Batswana towards the local variety of English here described as Botswana English. The new attitude is the result of familiarity with the variety in the last decade or so. It is also the result of the belief that the variety is inherently good and that its users, especially children, use it in a communicatively competent manner. In addition, the respondents believe that not only is the variety not inferior to others – native or non-native – but that it can be understood by speech communities that speak English anywhere in the world. Finally, the respondents are satisfied that the variety is of a quality that can be used for educational purposes in Botswana, although the implications of its use are yet to be addressed.
