10th U6+ Consortium of African Universities International Conference

The Fifth Industrial Revolution (5IR) promotes a vision of technological advancement that is human-centered, inclusive, and responsive to societal needs. However, in Africa, the dominance of English and French in education, scientific research, technological communication, and digital knowledge production continues to create significant barriers to inclusion. As the primary languages of science and technology, English and French often function as gatekeepers that determine who can access, produce, and benefit from innovation. Drawing on Bourdieu's (1991) Theory of Linguistic Capital, this paper examines how language inequality shapes participation in science, technology, and innovation in Africa, with particular reference to West Africa. The study argues that proficiency in English and French serves as valuable linguistic capital, granting access to educational opportunities, research networks, technological resources, and innovation ecosystems. Consequently, speakers of indigenous African languages frequently encounter obstacles that limit their engagement in these domains. The paper further explores how the marginalization of indigenous languages restricts the integration of local knowledge systems into scientific and technological development. Such exclusion undermines the goals of inclusive innovation and sustainable transformation that are central to the 5IR agenda. Through a sociolinguistic analysis, the study highlights the need for multilingual approaches that recognize African languages as resources rather than barriers to development. The paper concludes that achieving inclusive innovation in Africa requires language policies that promote multilingual education, the localization of digital content, and the incorporation of indigenous languages into science and technology. Such measures would broaden participation and ensure a more equitable distribution of the benefits of the Fifth Industrial Revolution.