Table of Contents
Citation: Tsaure, M.B. & Sani, A-U. (2024). Indigenous Languages as Medium of Instruction in Nigerian Primary Schools: Significance and Implications. Tasambo Journal of Language, Literature, and Culture, 3(1), 32-39. www.doi.org/10.36349/tjllc.2024.v03i01.004.
Indigenous
Languages as Medium of Instruction in Nigerian Primary Schools: Significance
and Implications
By
Muhammad
Badamasi TSAURE
Principal
Government Senior Secondary School Tsaure
Shanono LGA, Kano, Nigeria
Email:
bbadamasi49@gmail.com
Phone: +234
8140276592
And
Abu-Ubaida
SANI
Department
of Languages and Cultures
Federal
University Gusau, Zamfara, Nigeria
abu-ubaidallah@fugusau.edu.ng
|
abuubaidasani5@gmail.com
Blog:
https://www.abu-ubaida.com
|
https://www.amsoshi.com
WhatsApp: +234
81
33529736
Abstrac
t
This
paper critically explores the intricate relationship between language policy
and primary education in Nigeria, addressing the challenges posed by the
country's linguistic diversity. As Nigeria navigates the complexities of
effective educational strategies within its multilingual society, the study
delves into the historical evolution and current state of language policies,
emphasizing their impact on educational practices and outcomes. The focal point
is a recent paradigm shift, championed by Nigeria's Minister of Education,
advocating for the use of indigenous languages as the primary medium of
instruction in primary schools. This departure from previous practices holds
profound implications for the educational sector, prompting a detailed analysis
of its pedagogical effectiveness and broader effects on cultural preservation
and national identity. Drawing on Jean Piaget's Constructivism Learning Theory,
the paper underscores the role of learners' experiences in shaping cognitive
development, aligning with the theoretical framework of language acquisition
and learning. Beyond policy analysis, the study addresses practical
implications, challenges, and offers recommendations for successful
implementation, aiming to contribute valuable insights to the ongoing dialogue
on educational reform in Nigeria.
Keywords:
Language
of Instructions, Mother Tongue, National Policy
1.0
Introduction
The
impact of language on overall learning and academic performance is a critical
aspect that cannot be overlooked
as emphasized by
Ozoemena
et al.
(2021) and
Adedigba
et al.
(2023)
. Language serves as
the fundamental medium through which information is shared, playing a pivotal
role in shaping learning experiences. Recognizing the significance of language,
recent national language policies, such as the directive for primary school
pupils to be taught in the language of their immediate environment, underscore
the importance of linguistic considerations in education.
However,
the historical landscape reveals a series of language-related policies that
have often been subjected to abuse or misuse, leading to substantial
disruptions within the education sector. In light of these challenges, the
Ministry of Education in Nigeria has recently introduced a new policy. This
article seeks to explore and dissect both the old and new language policies,
shedding light on their impact on teaching and learning activities, particularly
at the primary school level.
Arguably,
the multitude of Nigeria's indigenous languages, diverse as they may be, should
be strategically positioned as mediums of instruction in primary schools.
Drawing inspiration from Jean Piaget's Constructivism Learning Theory
(1896–1980)
, which posits that students actively
construct their own learning based on previous experiences, this research aims
to delve into the implications of adopting indigenous languages in primary
education.
The
paper contends that revitalizing and resuscitating indigenous languages is
imperative for fostering effective teaching and learning environments. It is
within this context that the article concludes by urging government authorities
at all levels to prioritize the revitalization of indigenous languages,
recognizing them as essential tools for addressing the educational challenges
currently faced. The timely execution of such measures is seen as crucial in
ensuring that the educational system aligns with the dynamic needs and aspirations
of the society it serves.
2.0 Literature Review
Recent
research underscores the pivotal role and effectiveness of incorporating
learners' native languages in educational instruction, particularly at the
primary level. Seminal studies by Taiwo (1976), Obanya (1992), Emenanjo (1996),
Olanrewaju (1996), Osborn (2007), Oluwole (2008), Olagbaju & Akinsowu
(2014)
,
Akintola & Adetunji (2020),
Ozoemena
et al
(2021) and
Adedigba
et al.
(2023)
collectively
highlight this significance. Notably, Olagbaju & Akinsowu (2014) emphasize
that learners grasp, transfer, and apply concepts more effectively in their
mother tongue. This perspective aligns with religious teachings, as seen in the
Qur'an (12:3, 30:113, 41:3, 42:7, 43:3, 16:103) and the Bible (Exodus 34:27,
Isaiah 19:18, 2nd Kings 18:26, Chronicles 32:18), where divine messages were
often conveyed in the native languages of the recipients.
The
choice of instruction medium significantly influences learners' comprehension
and academic achievement. Murray (2012) addresses the growing concern over students'
weak language skills impeding their learning, suggesting a potential
correlation between the medium of instruction and student performance at the
primary level, as Kumar (2015) further investigates.
Academic
literature is replete with discussions on how students' academic performance is
intricately linked to the language of instruction. The Ife Six-Year Primary
Project (SYPP) demonstrated that students achieve higher proficiency when
instructed in their mother tongue or the language predominant in their
immediate community. This finding was echoed by the National Policy on
Education (2004), which advocates for initial instruction in the mother tongue,
transitioning to English at later stages. The policy also emphasizes the
importance of language in the educational process and cultural preservation,
advocating for children to learn one of the three major languages apart from
their mother tongue, in the interest of national unity (Olagbaju & Akinsowu,
2014).
Contrastingly,
there is evidence showing the adverse effects of English-medium instruction on
academic performance. Mekonnen (2005; 2009) discovered that primary students
educated in their native language outperformed their peers taught in a
non-native language in subjects like Math and Science.
In
a similar vein, a study by the Education Department of Hong Kong (1994)
revealed that students taught in Chinese excelled over those instructed in
English in disciplines such as science, geography, and history. Marsh, Hau, and
Kong (2000) identified a significant negative impact of English-medium
instruction on subjects like geography, science, and world history. The
Education Bureau (2006) further corroborated these findings across various
subjects including Economics, Geography, History, and the Sciences.
3.1
Language Policy in Nigeria: The Dust Behind
Effective
language planning plays a pivotal role in the success of primary education
within a multilingual context. However, challenges often arise due to the lack
of coordination between the mother tongue and the language of instruction in
schools, leading to significant issues in medium transition
as noted by
Olaoye
(
2002).
Olaoye
(2002) has expressed concern over Nigeria's inconsistent language policy, which
has witnessed a cycle of adoption, rejection, and re-adoption over the years.
This inconsistency has fueled debates on language-related policies in primary
education. Some educationists advocate for the use of Early Childhood English
Medium (EEM) throughout primary education, where English serves as the medium
of instruction, and Nigerian languages are relegated to being taught as
subjects. Olaoye (2002) contends that linguistically diverse states such as
Benue, Cross Rivers, Kwara, and Rivers are more likely to embrace EEM,
inadvertently promoting monolingualism in the educational process.
With
recent federal government bills endorsing a new language policy, stipulating
that the language of the immediate community be used as the language of
instruction from primary 1-6 in Nigeria, concerns have been raised by critics,
particularly those leaning towards the left side of the ideological spectrum.
Their apprehensions include:
-
Divergence in Teacher-Pupil
Language:
There is a worry that the language spoken by teachers may differ from that
of the majority of pupils, particularly in urban areas.
-
Linguistic Diversity among
Pupils:
In classrooms, pupils may represent a variety of linguistic backgrounds,
making it challenging to establish a single language of instruction that
caters to all.
-
Lack of Universality in State
Languages:
None of the languages widely used in many states seems universally
suitable as the official language for primary education, raising questions
about inclusivity.
-
Literary Development Concerns:
Critics argue
that none of the languages specified in the new policy are adequately
developed for literary purposes, potentially hindering the effectiveness
of the language of instruction.
As
Nigeria grapples with these challenges, it becomes crucial to navigate a path
that balances linguistic diversity, educational efficacy, and cultural
preservation in the formulation and implementation of language policies for
primary education.
See the table 1 below.
Table
1
:
Language Policy Specifications
Context |
Provision |
Specifications |
Education |
1a
(F) |
Every
school child shall learn at least one of the three ''major'' Nigerian
languages, namely, Hausa, Igbo and Yoruba, in addition to his/her mother
tongue (NPE, Section 1:8). |
|
2a
(F) |
English
shall be used as the medium of instruction from upper primary education
onwards (NPE, Section 3:15(4)). |
|
3a
(S) |
The
mother tongue or the language of the immediate community shall be used as the
medium of instruction in early formal education (NPE, Section 3:15(4)) |
|
4
(F/S) |
Government
shall promote the learning of indigenous languages (Constitution, Section 19(4)) |
Government
and Administration |
1b
(F) |
Business
of the National Assembly shall be conducted in English and, when adequate
arrangements have been made, in Hausa, Igbo and Yoruba (Constitution, Section
53). |
|
2b
(F) |
(By
inference from lb), English shall be the major official language of
government and administration (Constitution, Section 53). |
|
3b
(S) |
Each
state shall select one or more local languages, in addition to English, for
the purposes of conducting the business of its House of Assembly
(Constitution, Section 95). |
Source:
Adopted from Akinnaso (2015) with little modifications
3.2
Language of Instructions: Why Indigenous
Languages Matter
In
1955, Noam Chomsky introduced a groundbreaking concept in linguistics,
proposing the existence of a cognitive mechanism known as the Language
Acquisition Device (LAD) within the brain of every normal human child.
According to Chomsky, this innate ability, present from birth, enables a child
to acquire language, particularly their first language. Tsaure & Sani
(2016) further elaborate on the significance of language acquisition,
highlighting that it is the foremost skill a child develops in the process of
communication. Specifically, it serves as the conduit through which societal
customs, values, traditions, and essential familial ties are conveyed.
In
alignment with these insights, the National Language Centre (1975) emphasizes
that for education to be truly meaningful, a child should be instructed in
their mother tongue, a language they can both read and write. This perspective
underscores the pivotal role of the mother tongue in facilitating a deeper
understanding of academic concepts and ensuring a robust foundation for further
cognitive development.
Contributing
to the discourse on the use of indigenous languages in education, Olagbaju
& Akinsowun (2014) offer a practical dimension to the argument. They
contend that the utilization of the mother tongue in education is not merely a
theoretical stance but a tangible necessity. Students instructed in English, as
opposed to their mother tongue, often grapple with the dual challenge of
comprehending a foreign language used as the medium of instruction and
navigating the complexities of the concepts being taught. This dual challenge
can hinder effective learning and may contribute to disparities in educational
outcomes.
Thus,
the discussions surrounding the innate language acquisition capabilities of
children, the importance of mother tongue in education, and the practical
challenges posed by the use of foreign languages converge to underscore the
critical role that language plays in shaping the educational experiences of
students. These insights advocate for a more linguistically sensitive approach
to instruction, acknowledging the centrality of language in fostering effective
communication and knowledge acquisition.
Table 2: Some African states using
native Languages as medium of instructions
Country
|
No. of Languages
|
Language(s) of
Instructions
|
Angola
|
1
|
1,
Setswana (spoken by 90% of the population) |
Botswana
|
25
|
1,
Setswana (spoken by 90% of the population) |
Kenya
|
18
|
1,
Kiswahili (spoken by 65% of the population) |
Malawi
|
12
(above) |
1,
Chichewa (spoken by 80% of the population) |
South
Africa |
25-80 |
11,
official languages with no designated national languages |
Tanzania
|
135-150
|
1,
Kiswahili |
Zambia |
80 |
4,
Major indigenous languages |
Zimbabwe |
8
(plus) |
2,
Chishona and Isindebele |
Source:
Adopted from Tsaure
& Sani (2016: 5)
The
data presented in Table 2 offers a revealing comparison of language policies in
educational systems across various African countries. Notably, it highlights
that several African nations, some of which are younger in their independence
and less economically developed than Nigeria, have implemented their indigenous
languages as the primary mediums of instruction in schools. This strategic
choice contrasts sharply with Nigeria's current reliance on a foreign language
for educational instruction, particularly in primary schools.
The
adoption of indigenous languages in these countries is not merely a symbolic
nod to cultural heritage; it is a pragmatic approach aimed at enhancing
educational outcomes. When students learn in their native tongue, they are more
likely to grasp complex concepts, participate actively in class, and develop a
deeper connection with their learning materials. This approach also supports
cognitive development in young learners by building on their existing
linguistic and cultural knowledge.
For
Nigeria, following the example set by these African counterparts could offer a
pathway to rectifying some of the challenges faced in its education system. The
use of a foreign language as the medium of instruction in primary schools has
been linked to various issues, including lower comprehension levels, reduced
student participation, and overall diminished educational outcomes. By
transitioning to indigenous languages, Nigeria could create a more inclusive
and effective educational environment, one that respects and leverages the
linguistic diversity of its population.
Furthermore,
this policy change could have far-reaching impacts beyond the classroom. It can
serve as a tool for cultural preservation, ensuring that Nigeria's rich
tapestry of languages and dialects continues to thrive in future generations.
It also has the potential to foster national unity and identity, as students
from different ethnic backgrounds gain exposure to and appreciation for
Nigeria's linguistic heritage.
Table
3: shows some developed countries of the world that use indigenous languages as
their languages of instructions:
Country
|
Language(s) of Instructions
|
Cambodia
|
Khmer |
China
|
Chinese |
Denmark
|
Danish |
England
|
English |
France
|
French |
Germany
|
German |
Malaysia
|
Malaysian
|
Netherland
|
Dutch
|
Norway
|
Norwegian,
Nynorsh, Bokmal |
Portugal
|
Portuguese |
Spain
|
Spanish
|
Sweden |
Swedish |
Thailand
|
Thai
|
USA
|
English |
Russian
|
Russia
|
Belgium
|
Dutch,
French, German |
T
he
insights from
tables
2
and 3 above
strongly advocate for
Nigeria to reconsider its language policy in education. By adopting indigenous
languages as mediums of instruction, particularly at the primary level, Nigeria
stands to enhance the quality and accessibility of its education, safeguard its
linguistic diversity, and address some of the systemic challenges that have
arisen from the use of a foreign language in its schools.
4.1 Findings
The following points encapsulate the key discoveries of
this research:
i.
Inconsistent Implementation of Language Policies:
Previous language-related policies within the Nigerian education sector,
as part of the National Policy on Education, have often been inconsistently
implemented. This finding has observed instances of misuse, abuse, and
disregard of these policies by various stakeholders.
ii.
Government's Decisive Action on Language Policy:
The Nigerian government has recently taken a significant step by passing a
bill that focuses on the use of indigenous Nigerian languages as the primary
medium of instruction in primary schools. This decisive action represents a
major shift in language policy.
iii.
Potential for Long-Term Implementation:
The research suggests a strong belief that the new policy on the use of
indigenous languages in primary education is not a transient solution but a
lasting reform. It is poised to become a permanent feature of Nigeria's
educational landscape.
iv.
Impact on Educational Outcomes and Cultural Preservation:
The findings indicate that this policy could substantially improve
educational experiences and outcomes for Nigerian children. By aligning
educational content with students' linguistic and cultural backgrounds, the
policy is expected to enhance understanding, participation, and overall
educational effectiveness.
v.
Enhancement of National Identity and Cultural Heritage:
The adoption of indigenous languages in education is seen as a critical
step in preserving Nigeria's rich cultural heritage and strengthening its
national identity. This aspect of the findings emphasizes the importance of
language in maintaining cultural continuity and fostering a sense of national
unity.
vi.
A Hopeful Future for Education in Nigeria:
The implementation of this policy is perceived as a beacon of hope for the
future of Nigeria’s education sector. It is anticipated to not only improve the
quality of education but also make it more relevant and inclusive for children
across the nation.
4.2
Recommendations
To
effectively integrate indigenous languages into the Nigerian education system,
a concerted effort is required in the codification and development of these
languages. This includes producing comprehensive reading materials that are
both accessible and culturally relevant. Furthermore, to ensure adherence to
the multilingual provisions across all areas of study, a dedicated team of
language experts should be established. This team would visit schools
regularly, not just to monitor compliance but also to assist and guide
educators in the effective implementation of these provisions.
The
development of indigenous language competence in a school environment
necessitates a collaborative approach between teachers and students. This
partnership is essential for fostering a learning atmosphere where indigenous
languages are not only taught but actively used in daily interactions.
Additionally, the government should allocate sufficient funds to support these
educational initiatives, as highlighted by Ibrahim & Gwandu (2016).
Adequate funding is crucial for the development of language resources, teacher
training, and the overall enhancement of language-based educational programs.
The
full implementation of the National Policy on Education concerning the use of
indigenous languages from primary 1-6 is imperative. To this end, the
government should establish a dedicated committee or commission responsible for
the oversight of curriculum policy implementation. This body would play a
critical role in monitoring and ensuring that educational institutions across
the federation adhere to the policy. Furthermore, school administrators should
be tasked with regularly updating the commission on the compliance status of
their teachers and the overall effectiveness of the policy implementation.
The
availability of learning and instructional materials in indigenous languages is
crucial for the success of this language policy. Experts specializing in these
languages should be tasked with translating existing science and other subject
textbooks, ensuring that pupils have access to quality educational materials in
their native languages. This initiative would not only aid in the comprehension
of complex subjects but also promote a deeper connection between students and
their learning materials.
Finally,
the promotion of indigenous languages as mediums of instruction in primary
schools should be a collective endeavor involving not just the government, but
also other stakeholders such as non-governmental organizations, town unions,
and community development associations. These groups can play a pivotal role in
advocating for and supporting the use of indigenous languages in education.
Their involvement could range from funding local language initiatives to
organizing community-based educational programs, thereby creating a broader
support network for this significant shift in Nigeria’s educational landscape.
4.3
Conclusion
In
addressing challenges within the education sector, the government has
consistently introduced language-related policies as part of the national
policy on education. Unfortunately, many of these policies have been misused or
distorted by the Nigerian populace. In a decisive move, the federal government
recently passed a bill mandating the use of indigenous Nigerian languages as
the primary medium of instruction in primary schools. The researcher
s
believes that this new policy is a lasting change that will significantly
benefit our children and improve the education sector overall
if fittingly implemented
.
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