This section introduces the linguistic diversity of the Republic of the Congo (Congo-Brazzaville) and the importance of Chinese language education. Congo-Brazzaville has 72 indigenous languages, 2 national languages, and one official language. Since establishing diplomatic relations with China in 1964, the status of Chinese language education has gained increasing attention. Chinese has become an important component of Congo-Brazzaville's socio-economic development, offering locals opportunities in employment, educational scholarships, and more. However, the Congolese authorities have not given sufficient attention to Chinese language teaching, particularly in terms of language education policies. This study aims to explore the current state, initiatives, and challenges of Chinese language education within Congo-Brazzaville's foreign language education policies. The research employs document analysis and interviews for data collection, using NVivo-14 software for coding and thematic analysis. Interviews were conducted with 12 participants, including policymakers and Chinese language educators, between February and July 2024.

1 Research Background

This section outlines the current state of research on Chinese language education in Congo-Brazzaville, including its history, present status, and challenges. Scholars have examined the practicality of Chinese teaching materials, cultural learning needs, online learning platforms, and second language acquisition errors. Special attention has been given to negative transfer from the mother tongue, phonetic comparisons between Kituba and Chinese, and tone acquisition issues. However, existing research primarily focuses on teaching methodologies, lacking systematic studies on Congo-Brazzaville's foreign language education policies, particularly those related to Chinese. Searches in databases such as CNKI and international academic websites reveal a scarcity of relevant literature, highlighting the urgent need for further research on Chinese language education policies in Congo-Brazzaville.

2 Overview of Congo-Brazzaville’s Language Education Policies

Since gaining independence in 1960, Congo-Brazzaville’s language policies have undergone multiple constitutional revisions. The 1961 Constitution first designated French as the official language, while subsequent constitutions did not address policies on indigenous languages. The 1992 Constitution introduced a new language policy, establishing French, Lingala, and Munukutuba (later changed to Kituba) as national languages. French is exclusively used in official activities, while national languages are used in informal settings. During the colonial period, education was conducted solely in French, with indigenous languages prohibited. The 1995 Education Law continued to enforce French as the sole medium of instruction, omitting indigenous language education. The 2002 National Strategy for Universal Education proposed introducing national languages in primary schools but was never implemented. Currently, Congo-Brazzaville’s language education policies still rely on colonial-era models, prioritizing French education while lacking clear policies for other languages.

3 Foreign Language Education Policies in Congo-Brazzaville

Foreign language education in Congo-Brazzaville has been integrated into the education system for decades but lacks formal policy guidance. In May 2021, the Ministry of Education passed Law No. 9804, mandating that "excellence primary schools" teach indigenous languages and at least two foreign languages, though it did not specify the content of foreign language education. Currently, foreign language education primarily targets secondary education, with no formal foreign language courses in primary schools. According to Spolsky’s language policy theory, Congo-Brazzaville’s foreign language education operates as an implicit policy, mainly evident in secondary and higher education. English becomes a compulsory subject starting from the first year of secondary school and a degree program at the university level. Other foreign languages are optional for humanities students. In Congo-Brazzaville’s education system, English learners significantly outnumber those studying other foreign languages.

4 Initiatives Promoting Chinese Language Education in Congo-Brazzaville

Although Congo-Brazzaville lacks a dedicated Chinese language education policy, practical measures have been implemented. Chinese courses are primarily offered to humanities students in high schools and have become a key subject in the national secondary education examination. The demand for Chinese education has grown alongside China’s rapid economic development. In 2012, the Marien Ngouabi University Confucius Institute was established in collaboration with Jinan University in China to promote educational and cultural exchanges. Congo-Brazzaville has 9,670 students learning Chinese across 56 schools, making Chinese the third most studied foreign language. Practitioners have proposed five educational initiatives: training local teachers, establishing Chinese teaching centers, strengthening community collaboration, improving textbook accessibility, and developing a Chinese language curriculum framework. However, challenges remain, including insufficient policy support and difficulties in establishing Chinese departments at universities.

5 Challenges and Recommendations for Chinese Language Education in Congo-Brazzaville

Chinese language education in Congo-Brazzaville faces challenges such as resource shortages, inadequate teacher training, and insufficient recruitment. The lack of teachers leads to heavy workloads and low course coverage; many educators lack proficiency in Chinese and professional expertise; and the government’s passive approach to hiring Chinese teachers exacerbates the shortage. Insufficient teaching resources result in uneven education quality, with a scarcity of textbooks and subpar content. The government’s lack of policy support and oversight has led to insufficient emphasis on Chinese education in public schools. To promote Chinese language education, recommendations include strengthening local teacher training, formulating sustainable development plans, establishing Chinese language exchange facilities, and integrating Chinese into the national education system.

6 Summary and Implications

This section summarizes the impact of Congo-Brazzaville’s lack of Chinese language education policies on its development, highlighting challenges in teacher training, teaching materials, and recruitment. Compared to Li Mingcheng’s research, this study addresses a more inclusive research question, employs thematic analysis to explore policy issues, and provides deeper insights into the challenges of Chinese language education in Africa. The findings indicate that the absence of Chinese language education policies in Congo-Brazzaville hinders its sustainable development, suggesting legislative measures and Sino-Congolese cooperation to advance Chinese education. The study’s results offer reference value for Chinese language education policies in other countries, aiding in understanding policy challenges and seeking solutions.