Abstract:

The pedagogical affordances of information and communication technology (ICT) have become a necessity as part of 21st century teaching and learning. However, the present literature shows gaps on the integration of ICTs into African language pedagogy. Therefore, this scoping literature review (SLR) was conducted to investigate the challenges in ICT integration into African language pedagogies to address pressing issues related to literacy, language preservation, and educational equity across the African continent. African languages, spoken by over 2,000 linguistic communities, are notably underrepresented in digital learning spaces dominated by colonial languages, such as English, French, and Portuguese. This underrepresentation intensifies long-standing educational inequalities. This study draws data from # database(s) based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist to ensure a comprehensive and rigorous review of the literature with a specific focus on the technological tools, pedagogical frameworks, contextual enablers and barriers that shape the effectiveness of ICT integration in African languages. This review explores theoretical models such as sociocultural theory, multilingual education, and TPACK, as well as case studies of ICT applications, from digital storybooks to e-learning platforms. Key findings indicate that ICT integration can empower learners by improving literacy, enhancing digital fluency, and fostering intercultural competence and inclusive education agenda. Platforms such as the African Storybook Project and digital initiatives in South African universities demonstrate how technology can support both language preservation and academic learning. However, barriers such as poor infrastructure, inadequate teacher training, and cultural perceptions of language and technology remain significant challenges. Moreover, the review critiques the limitations of the TPACK model in African contexts, highlighting the need for contextually adapted pedagogical approaches. In conclusion, the successful integration of ICTs in African language education requires a holistic approach that considers local linguistic, infrastructural, and cultural realities. For ICT initiatives to be sustainable and impactful, they must be locally driven, involve community engagement, and be supported by robust policy frameworks. The paper emphasizes that ICT integration should be viewed as a socio-pedagogical strategy that aligns with the goals of educational equity, cultural sustainability, and language justice and not as a purely technical innovation.

Keywords:

ICT Integration, African Languages, Pedagogy, Inclusive Education Agenda, Language Preservation, Multilingual Education, Digital Storytelling, Cultural Sustainability.