The Nigerian Academy of Education (NAE) has strongly condemned the recent move by the Federal Government of Nigeria (FG) to abandon the 2022 National Language Policy (NLP) — a decision communicated by the Tunji Alausa-led Ministry of Education. In a position paper submitted on 25 November and made public two days later, NAE argued that reversing the language policy without robust evaluation is a “grave disservice” to the future of Nigeria’s education system.
According to NAE, the body of research supporting early-stage instruction in native languages remains compelling; removing indigenous languages at foundational levels, the Academy warns, could amount to “permanent recolonisation” and rob Nigerian children of cultural grounding and educational advantage.
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Evidence points to better outcomes from mother-tongue instruction
The now-abandoned NLP had mandated that children in early childhood education through Primary Six be taught in their mother tongue or the language of their immediate community.
NAE pointed to studies like the pioneering Ife Six‑Year Project, and more recent bilingual-education research, which consistently show that pupils learning first in their native language perform better in comprehension, retention, and even in later English-medium proficiency than those who begin directly with English.
The Academy dismissed claims by the Ministry that poor performance in public examinations such as WAEC and NECO, and JAMB is connected to mother-tongue teaching. It pointed out that mother-tongue instruction ended at Primary Four under the policy, meaning no cohort had yet reached the national-examination level under that regime. As such, linking poor exam performance to indigenous-language instruction is, according to NAE, “chronologically untenable.”
Because there is no credible data supporting claims that indigenous-language instruction depresses standards, NAE called the rationale for cancellation “faulty and unscientific.”
Cultural identity, national heritage, and educational inclusion at risk
Beyond academic performance, NAE argued the decision carries serious cultural and developmental implications. Mother-tongue instruction, the Academy emphasised, isn’t simply about language; it delivers stronger roots in cultural identity, reinforces national cohesion, and reflects commitment to Nigeria’s rich linguistic diversity.
Removing indigenous languages from classrooms risks alienating many children whose first (or only) language is not English, effectively marginalising them and denying them access to education in the language they best understand. NAE cautioned that this move could widen inequalities between children from privileged, English-speaking households and those from vernacular communities.
The Academy urged renewed stakeholder engagement, involving linguistic experts, educators, parents and community leaders, to safeguard Nigeria’s educational and cultural future.
NAE demands: immediate reinstatement + robust implementation plan
In its formal submission to the Ministry of Education, NAE laid out concrete demands: restore the 2022 National Language Policy; immediately reinstate mother-tongue instruction in early schooling; and complement the reinstatement with a comprehensive implementation strategy, strengthened teacher training, development of culturally appropriate instructional materials, and regular, evidence-based reviews.
The Academy reiterated its readiness to collaborate with government, educational institutions, civil society and community stakeholders to rebuild a system that honours both academic excellence and Nigeria’s linguistic and cultural heritage.
With public debates intensifying and civil-society actors rallying, pressure mounts on the government to reconsider its decision. For now, the call from NAE is clear: “Restore the policy, restore our languages, reinstate dignity to our children’s education.”
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