Educationist Criticizes Halt of Mother-Tongue Policy in Schools

An educator, Anthony Otaigbe, has criticized the Federal Government's choice to use English as the only language of instruction from pre...

An educator, Anthony Otaigbe, has criticized the Federal Government's choice to use English as the only language of instruction from pre-primary through to higher education.

PUNCH Online previously stated that the Federal Government revoked the national policy requiring the use of local languages as the primary language of teaching in schools.

The Education Minister, Dr. Tunji Alausa, revealed the update on Wednesday during the 2025 International Conference on Language in Education hosted by the British Council in Abuja.

Alausa mentioned that English has become the medium of teaching in Nigerian schools, spanning from primary to higher education.

He claimed that Nigerian students were struggling in public exams because they were taught in their native language.

In response to the news, Otaigbe commented in a statement on Thursday that the decision represents "a step backward" for Nigeria's educational framework.

Otaigbe stated that the policy efficiently removes one of the most advanced elements in Nigeria's educational system.

He claimed the reasoning provided by the minister is highly ironic, pointing out that global studies and local information have repeatedly demonstrated that children who are taught in their native language obtain better educational results compared to those who start learning in English immediately.

He noted that the National Policy on Education, last updated in 2013, explicitly states that "the language of the immediate surroundings will be the medium of instruction for the first three years of primary schooling," with English being introduced solely as a subject.

Otaigbe mentioned that the National Language Policy, approved in 2022, took an additional step by incorporating native-language teaching into Primary Six, aligning with UNESCO's Mother Tongue-Based Multilingual Education approach.

He stated, "The new directive doesn't merely shift focus; it goes against established national policy. This one-sided declaration cannot supersede the NPE, which continues to serve as the legal and structural basis of Nigeria's education system and is outlined in the Universal Basic Education Act, UBEC guidelines, and teacher-training programs."

The federal guideline fails to acknowledge the actual situations in practice. It is an administrative choice that is disconnected from classrooms, educators, and students.

Otaigbe further contended that the ruling conflicts with President Bola Tinubu’s Renewed Hope Agenda, which focuses on innovation, national identity, and the advancement of human capital.

He mentioned that his observations in Benue, Adamawa, Jigawa, and Edo states indicate that teaching in local languages enhances understanding and student participation in class.

You can't create a generation that is innovative or self-assured on a base that removes its language and cultural heritage," he stated. "Innovation flourishes where identity is strong, and human potential develops when learning starts with understanding, not confusion.

The educator noted that Nigeria's policy of using only English in schools has led to "memorization without true understanding," with more than 70 percent of 10-year-olds struggling to read a basic sentence.

He stated, "The assertion that the high failure rates in WAEC, NECO, and JAMB result from the excessive use of native language instruction is neither supported by evidence nor rational."

The issue has never been the utilization of local languages; it is the ongoing failure to enforce current policies, train educators who speak multiple languages, and provide sufficient resources.

Otaigbe argued that discontinuing instruction in the mother tongue would increase the gap between urban and rural students, diminish children's self-esteem, and speed up the disappearance of Nigeria's native languages.

"Every nation has never advanced by eliminating its linguistic roots. Japan, France, Korea, and China created top-tier economies because they initially educated their citizens in their native languages," he added.

Otaigbe encouraged the government to update and expand mother-tongue education instead of eliminating it, through implementing bilingual initiatives, training educators, and utilizing technology.

Provided by SyndiGate Media Inc.Syndigate.info).