The recent decision by the Federal Government to scrap the use of indigenous languages as the medium of instruction in Nigerian schools has reopened a long-standing national debate on language, education and identity. At a conference held in Abuja by the British Council, the Minister of Education, Tunji Alausa, announced a reversal of the 2022 National Language Policy. Under the new directive, English will henceforth serve as the language of instruction from primary school to tertiary level.
This abrupt shift has stirred controversy among educators, cultural advocates, parents and students. Many argue that the decision undermines the value of Nigeria’s rich tapestry of indigenous languages and could erode the early-learning advantages of mother-tongue instruction. Others welcome the move, citing persistent poor academic performance and difficulty transitioning to an English-medium at higher levels.
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Why the Government Says English Was Chosen
According to the Ministry of Education, the 2022 policy, which mandated instruction in a student’s mother tongue or local community language from early childhood up to Primary Four, failed to deliver on its promises.
Minister Alausa pointed to data from national examinations such as WAEC, NECO and JAMB. He said that failure rates were disproportionately high in regions where mother-tongue instruction had been emphasised.
The government argues that many pupils struggled to transition from native languages to English when they reached secondary school—a shift that undermined their performance in English-meditated examinations. The decision to re-adopt English across all levels of schooling is presented as an evidence-based measure to boost learning outcomes.
What Experts and Critics Are Saying
Critics of the reversal have questioned both the logic and execution behind the decision. The Nigerian Academy of Education, along with literary and language-rights advocates, have voiced strong objections. They argue that the decision was taken hastily and without adequate consultation.
For many experts, mother-tongue instruction during early childhood remains the ideal foundation for effective learning. Studies and international research show that children absorb knowledge more naturally when taught in languages they speak fluently. A case in point is a Nigerian study exploring integrated science teaching in primary schools, which found that using a mixture of mother tongue and English, depending on context, improved comprehension more than using either language exclusively.
Opponents of the reversal also highlight structural, rather than linguistic challenges as the real culprits behind poor exam results: overcrowded classrooms, shortage of qualified teachers, limited resources and inadequate infrastructure, issues that no language policy alone can solve.
Some stakeholders warn that by discarding the mother-tongue approach, Nigeria risks deepening the marginalisation of indigenous languages and weakening cultural identity over time. In a multilingual nation with hundreds of native languages, the language of instruction becomes more than a pedagogical choice; it is about preserving heritage.
The Road Ahead: Challenges and Questions
The reversal leaves many challenging questions unanswered. If mother-tongue instruction is shelved, does that mean indigenous languages will be relegated to optional “subjects” or risk being further sidelined in everyday education? Several experts urge that those languages should still be developed, studied, and preserved, even if not used as media of instruction.
There is also concern over whether the government has a robust plan for rolling out English-only instruction in a country with vast regional and socio-economic disparities. Would this cause more confusion for rural pupils who speak little English at home? Will schools across Nigeria be equipped with qualified teachers, learning materials and infrastructure ready for immediate transition?
For many, the ideal remains a hybrid or transitional model: begin early learning in mother-tongue or local language, then gradually introduce English, ensuring children build strong foundational skills without losing cultural roots. Balancing educational outcomes with heritage and identity will require carefully crafted long-term policy, investment in language infrastructure and genuine stakeholder engagement.
As Nigeria moves forward, one crucial fact endures: language matters. The words we speak shape the world we understand, and the language of instruction can either open doors or build walls to learning, identity, and opportunity.
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