1 Introduction

Introduced the definition, importance, and specific situation of language education policies in Senegal. Senegal is a multilingual country with 39 languages, of which 31 are indigenous languages. After independence, French became the official language, and the status of ethnic languages in the education system gradually increased. Although French dominates education, ethnic languages, especially Wolof, are more active in daily communication. There is relatively little research on Senegal's language education policies in both domestic and international academic circles. This article aims to explore the evolution of the status of ethnic languages in education policies from the dual perspectives of the government and individuals, in order to enhance attention to language education issues in African countries.

Definition of Ethnic Language Concept: Status and Ontology Planning

Explored the evolution of national language education policies in Senegal after independence, emphasizing the importance of status planning and ontology planning in language education policies. Status planning focuses on the role of language in society, while ontology planning focuses on language form and standardization. The Senegalese government established spelling rules for six ethnic languages through legislation and officially recognized these languages in the 1978 constitutional amendment. In 2001, the new constitution further expanded the definition of ethnic languages, making the compilation of codes a condition for obtaining the status of ethnic languages. The government's efforts in ontology planning have provided a foundation for the acquisition planning of ethnic languages. Although resources are limited, policies mainly focus on the initially established six languages.

The Evolution of Language Education Policies: Legislation and Practice

The evolution of Senegal's national language education policy after independence is reflected in both legislation and practice. The National Education Guidance Law of 1971 first clarified the role of ethnic languages in education, viewing them as educational tools and emphasizing their value in the primary stage of basic education. The revised version in 1991 further expanded the value of ethnic languages as cultural carriers, emphasizing their role in cultivating a sense of belonging and identity among Senegalese people, thereby elevating their status in the education system.

Factors influencing the evolution of language education policies: an individual perspective

Explored the individual perspective on the evolution of national language education policies after Senegal's independence, emphasizing the important role of individual agency and public language attitudes in policy evolution. Individual agency is reflected in four types of subjects: those with professional knowledge, those with power, those with influence, and those with interest. Linguist Pat Diagne and the first president Leopold S é dar Senghor respectively had an impact on ethnic language education at the academic and policy levels. Social elites such as Sheikh Anta Dio have affirmed the value of ethnic languages and used them as carriers of scientific knowledge, promoting the development of ethnic language education. The language attitude of ordinary people has also had an impact on policy evolution. In recent years, the public's recognition of the value of ethnic languages in education has increased, providing a public opinion basis for policy implementation. The joint efforts of the government and individuals have promoted the evolution of ethnic language education policies, and global, regional, and national factors have jointly promoted the elevation of the status of ethnic languages in the field of education. When studying language planning in African countries, it is important to consider both government and community level planning activities, comprehensively understand the planning process, and evaluate its effectiveness.