Educators and language supporters have criticized the Federal Government's choice to revoke the 2022 National Language Policy, calling i...
Educators and language supporters have criticized the Federal Government's choice to revoke the 2022 National Language Policy, calling it a step back for educational progress, national identity, and cultural conservation.
The Education Minister, Dr Tunji Alausa, declared on Wednesday that English will now be the only language used for teaching in Nigerian schools, spanning from primary to higher education.
Alausa revealed the 2025 Language in Education International Conference, hosted by the British Council in Abuja, stating that instructing students in their native languages had led to subpar results in public exams.
Nevertheless, numerous scholars and education specialists who engaged with The PUNCH characterized the change as "unwise," "anti-developmental," and "a policy flip-flop," which erodes the research-supported advantages of learning in one's native language.
Professor Sikiru Ahmed, a specialist in Physical and Computational Chemistry at Kwara State University, Malete, referred to the choice as "one of the instances of policy reversals that have troubled Nigeria's education system."
He stated, "The national language policy aimed at improving education by instructing children in a language they comprehend from an early age. Numerous research studies have demonstrated that teaching in the local language, along with English, eliminates learning obstacles."
There exists a well-known saying that 'the key to the human heart is one's native language.' If put into practice, this policy had the potential to promote national unity and solidarity among various ethnic communities.
Numerous nations globally teach their children in their native languages; for instance, China employs Mandarin, Pakistan uses Urdu, India utilizes Hindi, and the Basotho speak Sesotho. Nigeria should not be different.
Professor Oyesoji Aremu from the Department of Guidance and Counselling at the University of Ibadan stated that the choice was unexpected, particularly during a period when many nations were embracing instruction in local languages for primary education.
He stated, "The policy regarding the use of native languages as a medium of instruction in primary education emerged from the renowned Ife Six-Year Primary Project and eventually became a national government policy. Ghana recently implemented a comparable policy just days ago."
Even though the change was supported by arguments that mother-tongue teaching leads to lower academic results, this assertion should have undergone factual examination. Studies indicate that students who are taught in their native language achieve better outcomes, understand more quickly, and find it easier to learn additional languages.
The Ministry should have also looked into the role of English as a medium of instruction, particularly in elite schools, prior to reaching a conclusion. I think the government should have consulted with education experts and university researchers before implementing such a broad change.
A key representative for Safe Schools Lagos, Dr Bisi Akin-Alabi, mentioned that although the prior policy had good intentions, its execution faced difficulties because of Nigeria's wide range of languages.
She stated, "Studies repeatedly indicate that children acquire basic ideas and enhance their mental abilities more effectively when taught in their native language. Nevertheless, putting this policy into practice was challenging due to Nigeria's more than 600 dialects. There were insufficient trained educators or proper teaching resources, and issues arose in deciding which language to use in areas where multiple languages are spoken."
The policy might have been discontinued too soon. This kind of reform demands significant funding for teacher education, the creation of textbooks and instructional resources, and enough time to accurately assess outcomes.
Although relying on the native language is essential for maintaining indigenous languages and cultural identity, which are in danger of disappearing, I believe the opposite approach is practical considering today's circumstances.
However, a youth leader from the Biase Local Government Area in Cross River State, Callistus Egwu, condemned the change as "a betrayal of Nigeria's cultural identity" and "an effort to appease Western interests while disregarding national heritage."
Egwu stated to The PUNCH in Calabar that this choice would hasten the disappearance of native languages, most of which are already at risk.
He stated, "Our native languages shape our identity and mirror our customs. It is regrettable that someone would rise and revoke such a crucial policy to cater to external influences. The assertion that teaching in local languages leads to subpar results is unfounded. The actual issue stems from insufficient teacher support and insufficient educational resources."
He mentioned that Nigeria should follow the example of nations such as China and India, which keep emphasizing the teaching of science and technology in their local languages.
A mother of two, Mrs. Mmakim Ette, also referred to the decision as "a sad development" that might deepen the separation of children from their native languages.
"I am still in the process of learning to speak proper Efik, but my children have trouble understanding it. This change in policy will only worsen the situation," she said with sadness.
An activist, Mr. Akpan David, mentioned that he intentionally uses the Ibibio language when speaking to his children and praised radio stations like FAD FM, Atlantic FM, and Tangsio FM for supporting regional languages.
He called on the government to follow the example of East African nations that have made Swahili an official language.
An educator, Mr. Anthony Otaigbe, also referred to the change as "a step backward" for Nigeria's educational system.
Otaigbe stated, "The new policy effectively removes one of the most forward-thinking elements in Nigeria's education system. The reasoning provided by the minister is highly ironic, considering global studies and local evidence repeatedly demonstrate that children who learn in their native language perform better."
The directive not only goes against the National Policy on Education, which states that the language of the immediate surroundings should be used as the teaching medium for the first three years of primary schooling, but also breaches the 2022 National Language Policy that aligns with UNESCO’s Mother Tongue-Based Multilingual Education approach.
He stated, "This one-sided declaration cannot supersede the NPE, which continues to serve as the legal basis for Nigeria's education system. The choice is administrative and disconnected from the actual situations in classrooms, among teachers, and students."
Otaigbe also contended that ceasing mother-tongue teaching goes against President Bola Tinubu’s Renewed Hope Agenda, which highlights innovation and national identity.
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.
He cautioned that returning to English-only teaching would increase educational disparities between students in rural and urban areas, undermine children's self-esteem, and accelerate the disappearance of Nigeria's native languages.
"None of the countries have ever achieved development by eliminating their linguistic base. Japan, France, Korea, and China all established robust economies by initially educating their people in their native languages," Otaigbe mentioned.
He recommended that the government update and broaden instruction in students' native languages instead of eliminating them, by implementing bilingual initiatives, providing teacher training, and utilizing technology to support language acquisition.
From his perspective, Professor Gbade Ojo, from the Department of Political Science at the University of Ilorin, referred to the policy change as a "somersault" that might hinder educational advancement in the nation.
He stated, "The policy flip-flop is not beneficial for our educational progress. The implementation of the mother tongue from Primary One to Six was tried by Prof Babs Fafunwa [of blessed memory] during his tenure as Education Minister."
Nigeria requires a long-term and stable strategy. This inconsistent method is chaotic and creates unclear messages for educators, parents, and pupils. The most favorable result for the nation would be to maintain instruction in the native language alongside English as part of a bilingual system.
Ojo highlighted that a consistent, thoughtfully designed language policy is essential not only for literacy but also for promoting national unity and safeguarding Nigeria's rich cultural diversity.
He stated, "Education is a long-term commitment. Constant changes in policies lead to uncertainty and reduce the ability of schools to carry out reforms efficiently. A mother-tongue policy, when adequately supported, can work alongside English teaching and improve academic results for every Nigerian child."
Provided by SyndiGate Media Inc. (Syndigate.info).
COMMENTS