THE MIRAGE OF NIGERIA'S LANGUAGE LEARNING FUTURE
LANGUAGE MARGINALISATION
In early 2024, a class teacher was, in English, instructing her pre-nursery one pupil who came late to class. After repeating the same instruction ad nauseam and the child still did not understand, she became frustrated and yelled
the instructions in the child’s mother tongue. Surprised by the pupil’s immediate action, she remarked, “So you don’t understand English!”
Despite this realization, she did not choose to speak Yoruba to the class and only spoke it in that brief instance. Yet, all
the children in the class were Yoruba and emerging bilinguals who had only just begun learning English.
The dream of a multilingual Nigeria, where indigenous languages are used alongside global ones, often appears as an
alluring mirage—one that teases with promise but remains frustratingly out of reach.
This practice, especially pronounced in private schools , does not help children who do not understand the language
in which they are being taught, and its culmination largely impedes language learning. Speaking to these pupils in
their first language could indeed promote language development, enhancing their comprehension and academic
success. Daily Trust, in 2014, reported that 69% of candidates failed the May/June WAEC exams, with only 31.28%
passing with five credits, including in core subjects.
Similar issues were noted in 2010 and 2012 as well, with little improvements in recent years . 95% of students in a study
attributed their failure to lack of understanding of the language in which they were being taught
THE ROLE OF POLICY IN MULTILINGUAL EDUCATION
The future of language learning in Nigeria will likely be shaped by technology. However, the real potential lies in reimagining educational models that are multilingual by design, integrating indigenous to the existing global languages into the curricula.
This vision requires effective government policies and robust
support systems. Nigeria’s language-in-education policy, for
example, advocates using children’s mother tongues or the
language of the immediate community as the medium of
instruction in the early years of schooling. This approach
fosters cognitive development, preserves culture, and allows
children to learn in a language they are familiar with before
transitioning to English. The functional inactivity of this policy
across much of the country is evident in the shortage of
trained teachers who are proficient in both local languages
and pedagogical techniques. Also, the lack of resources , such
as textbooks and instructional materials in various Nigerian
languages, does not help its practical application. In
linguistically diverse urban classrooms, teachers often default to English because students come from different ethnic backgrounds and may not share the same mother tongue.
In rural areas where mother tongue instruction would be
expected to be feasible, English is viewed as being superior to
any other languages; schools prioritise it over local languages,
and this spiral continues to be successful given that many
parents are of the false belief that what they as parents do not
have is being given to their children.
HARNESSING TECHNOLOGY FOR LANGUAGE PRESERVATION
Fortunately, AI and machine learning can revolutionise language learning in Nigeria as they have the potential to
preserve and teach Nigerian languages in innovative ways. For instance, Google Translate now includes some Nigerian
languages like Yoruba, Hausa, and Igbo, enabling broader access to these languages in digital spaces.The Microsoft
Translator platform has also integrated Hausa, allowing businesses and individuals to communicate across language
barriers. Similarly, African Language AI projects, such as Masakhane, have developed machine translation models for
low-resource African languages, including Nigerian ones, through collaborative efforts involving linguists and AI researchers. However, these projects require government support, as their backing would provide the necessary
infrastructure for widespread implementation and sustainability. Although international organizations contribute
funding to support language initiatives in the country, their impact is often limited to specific scopes and timelines.
For example, the Endangered Languages Project (ELP), a collaborative initiative aimed at supporting, documenting,
and promoting endangered languages worldwide, including several languages in Nigeria, offer tools for language
data collection and preservation, empowers linguists, and community members to contribute audio recordings,
videos, and other language materials. Similarly, the Living Tongues Institute for Endangered Languages is dedicated
to revitalizing endangered languages, often through on-the-ground work with native speakers. They specialize in
creating digital resources—like dictionaries, language-learning apps, and video documentation—to help communities
pass on their languages to future generations. Long-term preservation, however, requires ongoing efforts that only
governments can fully commit to.
ECONOMIC IMPLICATIONS OF LANGUAGE LEARNING
The most widely learned language in the world is English, and
it is evident that most learned languages are found in
economically developed and technologically advanced
countries. This suggests that languages are not learned
without a purpose. or many, learning a language is motivated
by the expectation of an economic return. In Nigeria, for
instance, language-related courses are sometimes viewed as
less valuable, based on a perception that those who study
these courses lack clear ways to contribute to solving the
country’s problems. However, this narrative can change if the
opportunities associated with these languages are
highlighted and their value promoted. Nigerian economy can
benefit from an approach to language that, in fact, moves
beyond preservation and instead positions language as both
a strategic global tool and a cultural necessity.
Positioning Nigerian languages as strategic global tools
involves harnessing them to build regional influence and
strengthen economic ties within Africa. Using these
languages in education, trade, and digital spaces can enable
Nigeria to lead regional collaborations, attract cultural
tourism, and foster partnerships across African nations. This
approach not only enhances Nigeria’s economic footprint but
also supports cultural continuity and pride, positioning
Nigerian languages as assets for both local development and
international engagement. The belief that language studies
are “useless” does not take into consideration the growing
demand for skills in translation, diplomacy, and cross-cultural
communication, which all have global relevance. As far as the
barriers to effective language learning in Nigeria are
concerned, the reality is that without a stronger commitment
from governments and educational institutions, language
learning in the country will continue to waver between
ambition and reality. While technology brings about a
glimmer of hope, it alone cannot overcome the systemic
issues that prevent meaningful progress.
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