Across Africa, English accents vary, but the Liberian accent is often recognized for its clarity, particularly among those with formal education. As linguist Ian Hancock observed, the educated variety of Liberian English exhibits distinct phonological features that enhance intelligibility, especially in international settings.
By: J. Rudolph Teh Mentroe
When U.S. President Donald Trump expressed surprise at the Liberian President’s fluency in English, it wasn’t an isolated case, it revealed a broader misunderstanding of Liberia’s linguistic reality. Many educated Liberians living or studying abroad, myself included, frequently encounter similar reactions. As an MBA student in Canada, I’ve lost count of how many times professors, classmates, and even strangers have questioned where I learned to speak English so well. These interactions, though often subtle, reflect lingering stereotypes and a general lack of awareness about Liberia’s long-standing relationship with the English language.
These encounters expose widespread ignorance about Liberia’s history, culture, and educational system. They also highlight how Western institutions, especially universities—consistently exclude Liberia from lists of English-speaking African countries, forcing Liberian students and those seeking opportunities abroad to jump through costly, unnecessary hoops to prove proficiency in a language we have spoken since childhood.
Liberia’s Linguistic Reality
Liberia as a nation was founded in the 19th century by freed African Americans and has operated with English as its official language ever since. English is the medium of instruction in schools, the language of government, and the dominant tongue in daily life. Liberian students graduate with English credentials, take English-taught examinations, and pursue higher education in English.
Yet despite this deep-seated linguistic foundation, Liberians are routinely excluded from institutional policies that waive language proficiency requirements for applicants from “English-speaking countries,” affecting not only students but also professionals, immigrants, and others seeking global opportunities.
📚 The Real Cost of Misrecognition
Institutions in Canada, the United Kingdom, and elsewhere often require Liberians to prove their English proficiency through exams such as the IELTS and TOEFL. These tests can cost hundreds of dollars, demand significant preparation time, and present emotional and logistical challenges.
This is not just bureaucratic inefficiency—it’s a discriminatory oversight. The assumption that being African makes one linguistically “foreign” contradicts Liberia’s reality and penalizes its citizens unfairly.
In contrast, countries like Ghana, Nigeria, and Kenya—whose colonial and linguistic histories parallel Liberia’s are often included on exemption lists. So why not Liberia?
🏛️ A Comparative Glance at Institutional Policies
A review of several Western institutions reveals Liberia’s exclusion:
- Canada: Memorial University of Newfoundland lists English-speaking African countries for exemption—but not Liberia.
- United Kingdom: The University of Edinburgh lists Ghana, Kenya, Nigeria, South Africa, Uganda, and Zimbabwe. Liberia is excluded. The UK Home Office’s list of “majority native English-speaking countries” includes zero African nations.
- United States: Most universities, including Purdue University, do acknowledge Liberia’s English fluency and exempt Liberian students from language tests.
- Australia: Institutions such as Monash University consistently include Liberia on their waiver lists.
Comparative Table: African Countries Commonly Listed (Excluding Liberia)
| Institution / Agency | African Countries Listed (Excluding Liberia) |
| Memorial University (MUN), Canada | Ghana, Kenya, Lesotho, Malawi, Namibia, Nigeria, Sierra Leone, South Africa, Tanzania, Uganda, Zambia, Zimbabwe |
| University of Edinburgh, UK | Ghana, Kenya, Nigeria, South Africa, Uganda, Zimbabwe |
| UK Government | None (South Africa occasionally) |
| Purdue University, USA | Liberia is included |
| Monash University, Australia | Liberia is included |
🎯 Call to Action: Institutions and Diplomats Must Step Up
Liberians abroad shouldn’t have to defend their linguistic identity. The facts are clear, and it’s time that institutional policies reflect them.
But this isn’t a challenge for academia alone. Liberian embassies and government missions abroad must take a more assertive role in addressing this gap. They can:
- Advocate directly with host institutions
- Publish official letters and documents confirming Liberia’s linguistic landscape
- Elevate the issue through cultural diplomacy and media engagement
If education is a gateway to opportunity, language policy shouldn’t be its lock. Whether applying for university, pursuing professional certification, seeking employment abroad, or navigating immigration systems, Liberians should not have to prove fluency in their native language. The linguistic facts are clear. Liberia deserves recognition—not as an exception—but as an integral part of the global English-speaking community.
References:
- Hancock, I. F. (1974). English in Liberia. American Speech, 49(3/4), 224–229.
- Government of Liberia. (2020). Liberia Education Sector Analysis. Ministry of Education.
- UK Home Office. (n.d.). List of Majority English-Speaking Countries. https://www.gov.uk
- Memorial University of Newfoundland. (n.d.). English Language Requirements. https://www.mun.ca
- University of Edinburgh. (n.d.). English language requirements. https://www.ed.ac.uk
- Purdue University. (n.d.). International Student Requirements. https://www.purdue.edu
- Monash University. (n.d.). English Language Requirements. https://www.monash.edu
About the Author: J. Rudolph Teh Mentroe is a Liberian MBA student currently studying at the New York Institute of Technology in Vancouver, Canada. He writes about education equity, cultural representation, investment, and the financial journeys of African diaspora communities navigating global academic systems. His work blends personal insight with policy critique to challenge institutional blind spots and advocate for more inclusive educational frameworks.
