Languages in Burkina Faso

Burkina Faso is highly multilingual. According to the 2019 RGPH, people aged three and older most frequently reported Mooré as their main language, at 52.9 percent, followed by Fulfulde at 7.8 percent, Gulmancéma at 6.8 percent, Dioula at 5.7 percent, Bissa at 3.3 percent, and Bwamu and Dagara at 2.0 percent each. National languages accounted for 97.6 percent in total, and French for 2.2 percent. In the Est region, Gulmancéma is particularly widespread at 72.9 percent; in urban areas, Dioula and French are often used alongside Mooré. Learning goals and course choices therefore depend heavily on the region, community and intended use. The constitutional revisions of 2023 and 2024 classify national languages granted official status by law as official languages (langues officielles). French and English are considered working languages (langues de travail). Implementation and linguistic standardization are still ongoing; not every national language has automatically been granted official status. French remains central to administration, formal documents, education, examinations and many jobs. English is especially relevant to international and regional work and study contexts and is being gradually expanded through CE2, CM1 and CM2 in the 2025/26 school year. Formal bilingual and plurilingual programs combine national languages with French. The ELAN bilingual education model (ELAN) has developed six national languages for teaching; bilingual schools are being continued or developed from conventional schools. Quality depends on available teachers, an appropriate orthography, teaching materials and the actual everyday language at the learning site. For children, a familiar first or family language supports early learning success, while parents and the community provide additional informal language input. For adolescents and adults, state and non-formal education options are available. Literacy programs teach reading, writing, numeracy, and everyday and occupational skills in a specified language. Literacy centers such as CPAF literacy centers (CPAF) and centers for non-formal basic education (CEBNF) also serve people who were never enrolled in school or left school early. The FONAENF funding body (FONAENF) promotes and finances such programs; language, course location, duration and access depend on the individual project. The nationwide ENF certification assessment (ENF-évaluation certificative) examines these educational pathways: in 2026, more than 41,000 candidates participated in 21 national languages, compared with around 33,000 in 13 languages in 2025. Formal school examinations remain predominantly French-language. Language courses are also offered by private centers, the French Institute (Institut français) in Ouagadougou with its language center (Centre de langues), and community and NGO organizations. Cities have denser provision, while courses in rural areas may take place less regularly. There is no uniform nationwide course catalog or fee schedule. Private courses and international exams generally cost money; duration, teaching intensity, examination fees and the center should each be checked for current information. The French language diploma (DELF), advanced French language diploma (DALF), French language test (TCF) and French evaluation test (TEF) are available only at authorized centers, whose dates and prices may change. In everyday life, national languages such as Mooré, Fulfulde, Gulmancéma and Dioula are used for family, neighborhood, markets, local services and community work. French dominates formal communication, while English is used for international contacts. In working life, needs depend on the region and sector: national languages are relevant, for example, to trade, agriculture, community health work and fieldwork, while French is needed for authorities and documents and English for international contexts. A language certificate does not replace a professional qualification. Digital and media-supported options supplement in-person courses. Radio Education Programmes were used nationwide through more than 15 radio stations, and UNICEF also supported such programs in crisis and displacement settings. Mobile or offline dictionaries and audio offerings are available, among others, for Mooré, Dioula and Fulfulde. Internet access, electricity, devices, data costs and literacy limit their use. Place of residence, age, gender, income, disability, displacement, the security situation and the provider affect access; no nationwide individual entitlement to a course in every desired language has been established. Public information therefore remains difficult to access in practice when language, teaching materials or teachers do not fit people’s circumstances.