Languages in Mali

Mali’s language-learning system combines formal, non-formal and informal learning. The national languages include Bamanankan or Bambara, Bomu, Bozo, Dogoso or Dogon, Fulfuldé, Hasanya, Mamara, Maninkakan, Soninke, Sogoy, Syenara, Tamasayt and XaasongaxanKo. Law 96-049 lists 12 national languages, while a 2017 decree lists 13 and includes Maninkakan, so the spelling and legal list should be checked for the specific institution or document. The 2023 Constitution recognizes the national languages as official languages and keeps French as the language of work. An organic law is intended to regulate their use; reports described its adoption by the Conseil National de Transition in April 2025, while government discussions were still reported in July 2025. A fully verified implementing text and uniform nationwide application were not established in the available research. Bamanankan is Mali’s broadest communication language. The 2022 RGPH5 recorded it as the main language for 57.83% of the population and the mother tongue for 49.90%. Other recorded main-language shares included Fulfulde at 6.24%, Maninkakan at 5.91%, Sarakolé at 5.34%, Dôgôsô at 4.56% and Songhoy at 4.11%. Regional patterns differ sharply: Bamanankan dominated in Dioïla, Bougouni and Ségou, Tamasheq in Kidal, Songhoy in Gao and Dogon in Bandiagara. Among nomadic populations, Tamasheq accounted for 70.41% and Arabic for 9.39%. A national choice therefore does not automatically fit a particular town, rural area, family, workplace or community. Formal bilingual education has been attempted since 1962, and a bilingual curriculum was rolled out in 2005. In this model, a local language can support early learning before or alongside a transition to French. A 2021 UNICEF study found that only a small number of schools were effectively bilingual or multilingual in practice. Teacher preparation, learning materials and assessment remain major constraints. Local-language elements for children depend on the region and project, while French is still the common language of formal schooling. IFM also offers DELF Prim and DELF Junior examinations for younger candidates, and private providers offer children’s courses and online lessons. Adult and youth literacy uses community-based programs as well as schools. CAF means Centre d’Alphabétisation Fonctionnelle, a functional literacy centre. CAF programs generally serve adults and young people from age 16 who have not attended school or left school early. They use national languages and French in functional bilingual learning and normally progress through initial learning, consolidation and post-literacy work. Published program descriptions mention campaigns of about 450 to 480 hours, individual sessions of about 270 to 300 hours, and intensive, semi-intensive or extensive schedules lasting about 50 days, 90 days or six months. A passed test can lead to an attestation, followed by qualifying training and a certificate of competencies. Other community programs include CED for ages 9 to 15 who are not in school or left school early, usually organised for nine months per year under the cited decree; CAFé for girls and women aged 16 to 45; and CEI for ages 9 to 15 as well as adults, usually lasting two to four years. Municipalities, communities and partners may provide the premises, registration support or facilitator. State bodies, local authorities and partners share financing and trainer payments. Local fees vary, and no single national fee was established. Relevant public and technical bodies include the Ministère de l’Éducation nationale, the Direction nationale de l’Éducation non Formelle et des Langues nationales, the Centre national des Ressources de l’Éducation Non Formelle, the Académie Malienne des Langues, municipalities, Centre d’Animation Pédagogique offices, communities and NGOs. The Académie Malienne des Langues supports the standardisation and validation of national-language materials. French is central to administration, formal education, higher education and many formal jobs. The IFM Centre de langues provides classroom courses, technology-supported learning and examination preparation, but its visible access is concentrated in Bamako rather than evenly distributed nationwide. Foreign-language learning is fragmented across private, university, NGO and company centres. English, French, Bamanankan, Peul, Soninké and Arabic are offered depending on the provider. IHEM and CEFLA offer general, business, professional and intensive English, as well as TOEFL and TOEIC preparation or examinations; CEFLA also offers communicative Bamanankan. Bamacours provides classroom and online learning and can mobilise more than ten languages depending on demand. These providers do not follow one nationally uniform course structure. French examinations available through IFM or France Éducation internationale include DELF, DALF, TCF and TEF, with dates and centres varying by session. The 2026 IFM DELF structure includes PRIM for ages 7 to 12, JUNIOR for ages 13 to 17 and Tout public for candidates over 18. Listed fees were 25,000 FCFA for A1.1 or A1, 30,000 FCFA for A2, 35,000 FCFA for B1, 40,000 FCFA for B2, 50,000 FCFA for C1 and 70,000 FCFA for C2. Late arrival or absence does not generally produce an automatic refund. English examinations such as TOEFL and TOEIC are available through CEFLA or authorised providers. National-language schools and literacy programs may use their own tests, but no equivalent nationwide standard examination was established. Costs and timing depend on the provider, program, city and session. One Bamacours reference price for English was 125,000 FCFA for a 50-hour mini-group course lasting about three months, or 250,000 FCFA for 40 hours of individual instruction over about three months. Orange English Lesson offers a mobile service at 200 FCFA per week or 500 FCFA per month, with two lessons per day and three levels. Online and mobile learning also depends on network coverage, electricity, device access and data costs, so digital services usually supplement rather than replace local teaching. A practical language choice often combines a local language for family, markets, municipalities, health or community work; French for administration, formal education and many formal jobs; and English for international organisations, study, mobility and selected occupations. Employers and institutions may set their own language needs and may not accept a course certificate as proof of ability. Availability is much greater in Bamako than in many regions, and conflict, financing, teacher shortages, materials, infrastructure and the digital divide restrict access. Current course dates, fees, examination recognition and local language availability should therefore be confirmed directly with the relevant centre or community program.