Anyadiegwu, Justina C.

LWATI: A Journal of Contemporary Research, 9(2), 64-69, 2012

ISSN: 1813-2227

Nigeria’s Language Policy: Implications for Sustainable

Development

Anyadiegwu, Justina C.
Department of English, Nwafor Orizu College of Education, Nsugbe;
Anambra State, Nigeria
Email: [email protected]

ABSTRACT

Language policy is a delicate issue especially one set in a multi-lingual context as

found in Nigeria. The role of language in education as a means of achieving
sustainable development in any given society is a truism. This paper examines the
language policies stipulated for education in Nigeria and their implications for
sustainable development. It also proposes a framework for a sustainable language
policy in Nigeria

INTRODUCTION

The term ‘language’ could be applied to man’s ability at exercising his innate
vocal endowment. It could also be seen as a means of expression available to
a given speech community for the purposes of communication and
socialization as well as that of projecting, preserving and transmitting culture.
Nigeria is a country so richly endowed with language that she has about 400
languages. Ethnic divisions in Nigeria are linguistically determined.
Consequently, the existence of many languages implies the existence of
many antagonistic ethnic nationalities. Three languages, Hausa, Igbo and
Yoruba were elevated to major languages while the rest are seen as minor
languages. This is predicated on the fact that the Hausas, Ibos and Yorubas
are the three major tribes in Nigeria. The national language question saw the
English language emerging as the lingua franca and the official/national
language due to its neutrality in a multi ethno-linguistic and multicultural
setting as Nigeria. The language has also been adopted as a medium of
instruction in our school system. The English language, a foreign language
plays multifarious roles in Nigeria being the second language, the lingua
franca, official language and the language of instruction.

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Nigeria’s Language Policy: Implications for Sustainable Development

The elevation and status of the English language has been saddled with
numerous criticisms and condemnations. Opponents see the language as
elitist in nature, having the tendency of excluding the majority of Nigerians
from involvement in, and participation in national issues that concern them.
In our education setting, they argue that academic underachievement in
Nigeria is traceable to failure to comprehend teaching concepts owing to
linguistic deficiencies. Fudor, in this regard establishes the relationship
between thinking and linguistic abilities. He notes that “there is a medium in
which we think, and of course it is a language” (56). This implies that the
English think in English, the Hausas think in Hausa, the Yorubas in Yoruba
and the Ibos in Igbo. For this reason, Ene perceives it as mental slavery to
suggest that Nigeria indigenous languages are not comprehensible for
thinking, for scientific studies and by extension, for concept formation (198).
Supporters of the use of the English language as our official language, the
lingua franca and the medium of instruction in schools base their arguments
on the fact that the use of the English language engenders mutual
understanding, co-operation and peace in a country bedeviled with too many
ethno-political problems. They see it as neutral and has the capacity to be
accepted by all as a national language more than any other indigenous
language. They also remind their critics that the majority of Nigerian
indigenous languages are still in the process of language engineering while
some are yet to be codified.

Definitions

i. Native Language, Second Language and Foreign Language

Native language is synonymous with indigenous language, mother tongue
and first language. A language that is aboriginal to a people, indigenous to a
locality and is part of its culture is considered to be a native language. In this
regard, any language that can be located in Nigeria having a speech
community and speakers is a native language. In Nigeria for example, Igbo,
Hausa, Yoruba, Edo, Efik, etc are native languages. A native language is that
language indigenous to a child’s community in which he/she employs in
his/her verbal communication. He/she internalizes the language by the
process of acquisition, an unconscious and informal assimilation of the
systems of a language. It is the child’s first language; the very language in
which the child is nurtured and raised by his/her mother and by extension,
family members/relations; hence the name ‘mother tongue’. A controversy
arises however, when a child is brought up in a linguistic environment other
than his/hers. In such situation, the term ‘first language’ becomes more
appropriate than the ‘mother tongue’. For most children however, their first
language is their native language as well as their mother tongue.
On the other hand, a language which is non-native could either be a
foreign language or a second language. In a multilingual society, a second
language may be a language indigenous to the society such as we have in
Northern Nigeria where Hausa is a second language functioning as a second

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language where other native languages exist. In a monolithic society however,

any other language acquired or learnt is referred to as a second language and
is equally a foreign language.

ii. Language in Education

The goal of education according to Ene is to “help the learner develop his
natural ability by creating the necessary environment that will facilitate,
challenge and involve him socially, physically, intellectually and emotionally
in the art of learning and doing” (197). The relationship that exists between
language and the mind is such that language is a reflection of the mind and a
means of conveying knowledge and information stored in the mind. In the
words of Olajide, language plays an important role in learning at any level of
education. The normal teaching-learning process thrives on effective
communication by which the teacher and his/her learners are required to
command the language of instruction (2). This means that no matter how
expertly learning experiences are selected and organized, the ultimate
objective of the teaching-learning exercise; which is a change in behaviour,
would not occur if the teachers cannot relate these experiences in the
appropriate language. Consequently, language becomes a veritable tool for
any form of education.

iii. Sustainable Development

The phrase is becoming more like a mantra. Everything now seems to be
sustainable. One hears of sustainable development, sustainable growth,
sustainable economy, sustainable society, etc. Ikedah as quoted in Lindem
agrees that the definition of sustainable development is broad in that it
includes economical, ecological, social and educational aspects of
sustainability (2). Adeniyi and Bello on their part view it as aggregate
financial buoyancy as well as the education of, and involvement of the
citizenry in activities that will lead to the nourishing of a country’s economy.
The United Nations in her Brondtland Report sees sustainable development
as a development which meets the needs of the present without
compromising the ability of future generations to meet their needs.
Sustainable development therefore, is an eclectic concept conveying a wide
range of meaning. It entails a society taking a practical, realistic and positive
approach to growth and development, and the ability to manage their natural,
produced and social capital for the welfare of the present and future members
of the society.
Having seen the role of language both as a veritable tool for education
and as an instrument for sustainable development, there is need at this
juncture, to examine Nigeria’s language policy and its implications for
sustainable development.

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Nigeria’s Language Policy: Implications for Sustainable Development

Nigeria’s Language Policy

Both the documents of the Constitution of the Federal Republic of Nigeria

(1999) and the National Policy on Education (2004) have made some
stipulations that could be termed Nigeria’s language policy. Section 55 of the
Constitution of the Federal Republic of Nigeria stipulates that “the affairs of
the National Assembly shall be conducted in English, and in Hausa and Igbo
and Yoruba when adequate arrangements have been made thereof”. Similarly,
in the National Policy on Education, government recognizes the role of
language as a means of social interaction and national cohesion; and
preserving cultures. For this reason, it stipulates that:
a. every child shall learn the language of his immediate environment
and in the interest of national unity is required to learn one of the three
Nigerian languages.
b. for smooth interaction with our neighbours it is desirable for every
Nigerian to speak French. Accordingly, French shall be the second official
language in Nigeria and it shall be compulsory in primary and Junior
secondary schools……(10)
Specifically for early childhood/pre-primary education, the policy stipulates
that government shall “ensure that the medium of instruction is principally
the mother tongue or the language of the immediate community” (10).
Therefore, a summary of Nigeria’s language policy reveals the
following:
a. Use of English in the affairs of governance at the national and state
levels and any of the three major indigenous languages.
b. Use of the mother tongue at the pre-primary level
c. Use of the mother tongue, the English language and the French
language at the primary level.
d. Use of English, French and any one of the three major languages
(provided it is not the child’s mother tongue) at the junior secondary level.
e. Use of English and any indigenous language at the senior secondary
level. (French and Arabic are language options).
f. No specific prescriptions are made in the policy document for
language education at the tertiary level.

Implications for Sustainable Development

In essence, Nigeria has a multilingual/multicultural policy on language in the

training of manpower needed for the development of Nigeria. It recognizes
the strategic roles of both the native languages and English in education and
overall manpower development. However good the intensions of government
are in the stipulations of these policies, the implementation is far from
realization especially in the use of the mother tongue, and hence, the
objectives of the policy are far from being achieved. There is therefore, the
need to overhaul the policy as it regards the use of the mother tongue with
respect to the provisions and implementations.
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Anyadiegwu, Justina C.

In line with Lawal as quoted in Olajide, a framework that relates

linguistic communication to educational, socio-economic and political needs
in Nigeria is hereby proposed:
- that English be used at international and interpersonal levels, e.g for
broadcasting, business and economic transaction; and as a medium of (and
subject in) higher education.
- that the three major languages as well as other native languages
which have had their orthography developed be used at the interzonal levels,
e.g for broadcasting, justice, administration, etc; and as a medium of primary
and lower secondary education; and a subject at all levels of education.
- that other minority languages be used for informal purposes, semi-
formal use at interzonal level, e.g in customary courts, at lower levels of
administration, etc.
These reforms become necessary against the backdrop of the fact that
researches have shown that the child learns best in his mother tongue.
Fafunwa submits that:

if the Nigeria child is to be encouraged from the start to develop

curiosity, initiative, industry, manipulative ability, mechanical
comprehension and co-ordination of hand and eye, he should
acquire these skills and attitudes through his mother tongue; after
all, this is the most natural learning medium (25)

The development attained by Asian countries according to Ehusani, were

partly because they held on to their local languages (4). For this reason, the
Nigerian government has serious tasks to carry out in both ensuring that the
process of language engineering for native languages is set off. This does not
call for mere provisions of a blue print; but rather, an urgent and pragmatic
approach to the implementation of the any of such proposals. Against the
background of the multilingual composition of Nigeria and that language
planning and engineering is not easy; against the stark realities of
globalization; the status, roles and functions of the English language in
Nigeria in relation to education, to empower, secure and achieve
advancement is undoubtedly a foregone conclusion.

CONCLUSION

Language is central to the sustainable development of any society.

Consequently, it must not be wrongly located in Nigeria’s national reforms in
her march for sustainable development. A monolingual policy of language in
Nigeria is counter-productive. The consequences of such policy are dire! A
monolingual policy in favour of any native language, or even the English
language for that matter against the socio-political and linguistic composition
of Nigeria; non-existent language planning and engineering, functions and

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roles of the English language as a world language and the language of

globalization, is an impediment to sustainable development in Nigeria. It
only stands to reason therefore, that the multicultural policy to language in
Nigeria remains the best option in view of the role of language in sustainable
development. However, there is obvious need to overhaul and reform the
policy as suggested in this paper to situate language properly in its role in
Nigeria as a tool for sustainable development.

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