INTRODUCTION
By National Language Policy in this context is meant an official, government policy statement that guides government actions in respect of language issues. In Nigeria there is no separate document that can be called language policy. What we can call the Nigeria national language policy is contained in the National Policy on Education (1977) (revised 1981). In this unit, therefore, we shall examine the relevant language provisions in the National Policy on Education. We shall emphasize the roles assigned the English language in Nigeria at the various levels of education.
3.1 Language in Pre-Primary and Primary Education
The government of Nigeria appreciates the importance of language in the education of its citizens. With specific reference to pre-primary and primary education, the National Policy on Education (1977) states that:
The medium of instruction will be principally the mother-tongue or the language of the immediate community
The medium of instruction is initially the mother tongue or the language of the immediate community, and at a later stage, English.
The first clause above is in respect of pre-primary education while the second clause relates to primary education. In order to realize these objectives, it is the intention of the government to:
Develop the orthography of many more Nigerian Languages, and
produce textbooks in Nigerian languages;
Set up a language centre as part of the educational service under the Federal Ministry of Education.
The priority given to the mother-tongue or the language of the immediate community is in realisation of the importance of the indigenous languages in the early education of the Nigerian children. At the primary school, the policy does not categorically state the stage of the change-over to English. But what is in practice is that the mother- tongue or the language of the immediate community is used as the medium of instruction for the first three years, after which English becomes the medium of instruction.
There is no doubt that this provision is confronted with some problems. The government has not actually put any concrete programme on ground in respect of the development of the indigenous languages. Also, the shift from the indigenous language to English at the primary school also often poses some problems to the learners as they become tongue-tied and passive when the teachers start to use English. This often forces the teachers to oscillate between an indigenous language and English.
The roles of the indigenous languages in the early education of the children cannot be over-emphasised. In fact, language scholars such as Bamgbose (1976,1977), Afolayan (1979) have repeatedly emphasized the roles of the mother-tongue in the early education of the Nigerian child. Also, the success of the Ife Project of using Yoruba to teach other subjects (apart from English) at the primary school level reinforces the importance of the indigenous language in early education. However, there has not been a follow-up to the project.
3.2 Language in Secondary Education
The National Policy on Education (1981) states that English and two Nigerian languages are to be learnt by the Junior Secondary school students. It is suggested that in selecting two Nigerian languages, students should study the language of their own area in addition to any of the three major Nigerian languages. This will be subject to the availability of teachers. Hausa, Igbo and Yoruba are recognized as the major Nigerian languages.
For the senior secondary school, the policy states that English and one Nigerian language should be studied. The policy is silent on the medium of instruction at the secondary level.
Self-Assessment Exercise
1. What do you think are the advantages of conducting early education in the child’smother tongue?
2. What is the medium of instruction in Nigerian secondary schools?
4.0 CONCLUSION
Languages play an important role in the process of education because language is a major means through which education takes place. Because of the vital role of language in education, therefore, there is the need for a viable and practical language policy, especially in a bi or multilingual setting like Nigeria.
5.0 SUMMARY
We have indicated in this unit that there is no separate document in Nigeria as at now which can be called language policy. Government official statements in respect of language issues in education are contained in the National Policy on Education formulated in 1977 and revised in 1981. From the statements, it is clear that government realizes the importance of language in education and for maintaining unity. From the statements also, it is clear that the Nigerian government has in mind bilingual education for its citizens. However, most of the statements still remain mere statements of intention as government is yet to put in place concrete measures in realization its objectives.
6.0 TUTOR-MARKED ASSIGNMENTS
1. Describe the language provisions in the National Policy on Education;
2. What do you think is the position of the English language in
the over-all educational system in Nigeria?
7.0 REFERENCE/FURTHER READINGS
Afolayan, A (1977) “The New Language Policy and Effective
Instruction in Schools”. Language in Education in Nigeria
Vol 1. Proceedings of the Language symposium organised by the National Language centre, Federal Ministry of Education, Lagos, Nigeria.
Akindele F and Adegbite, W (1999) The Sociology and Politics of English in Nigeria: An Introduction. Ile-Ife. Obafemi Awolowo University Press.
Bamgbose, A (ed) (1977) Language in Education in Nigeria Lagos: National Language Centre
Ogun, J (1992) A Historical Survey of English and the Nigerian
Situation Lagos: Krafe Books Limited.
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