CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Nigeria is known as the “Giant of Africa” because of its large population and cultural

diversity. It is a country with many ethnic groups, each with its own languages and rich cultural

traditions (Ogunsiji, 2017). This complex linguistic picture has its origins in Nigeria’s history,

which goes back to pre-colonial times when many languages coexisted peacefully (Nwaozuzu,

2010). However, the linguistic situation of Nigeria changed dramatically during the period of

British colonial rule, when English was imposed as the official language (Bamgbose, 2005). This

colonial influence altered the linguistic shape of the country and had a lasting impact on its

educational system (Okunoye, 2007).

Nigeria’s history reached a significant milestone in 1960 when it achieved freedom from

colonial rule. This marked the end of centuries of foreign domination and allowed the country to

take the reins of its own governance and development, paving the way for a more prosperous

future.This historic event posed both a difficulty and a possibility: the difficulty of harmonizing

the country’s varied linguistic legacy and the possibility of creating a common national identity

(Ezeani, 2013). As a result, the government of Nigeria implemented a number of initiatives to

promote national unity and develop a shared sense of identity. This included the adoption of

English as the official language of the state and the introduction of a national curriculum that

included Nigerian history and culture. These measures have had a positive impact on the

country's development and have helped to foster a sense of unity among its citizens.To address

this dual need, language policy and planning became essential tools in the country’s pursuit of

building a unified and diverse society.

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 In Nigeria, language policy on education dates back to the colonial era when in 1927 the

British Advisory Committee on native education in Tropical Africa recommended that

indigenous languages should serve as a medium of instruction in the lower years of primary

education (Musa, 2010). Language policy on education which passed through many stages is a

pressing contemporary concern in the highly multi-ethnic and multilingual Nigeria of about 500

indigenous languages spoken within its borders (Blench, 2002). The English language was the

medium of instruction before the National Policy on Education advocated the use of indigenous

languages in teaching at the basic level of education.

Language plays different roles such as officialdom, legislature, mass media, politics,

official business, education etc. in a particular setting. The language here can either be language

learnt and taught in the educational system or the language used for educating at various levels

and sectors of a national system (Obanya, 2004). The Encyclopaedia defines multilingualism as

the use of several languages either by an individual speaker or by a community of speakers.

Multilingual education in this context is, therefore, the use of several languages in the

educational system. Terry (1977) sees policy as “an overall guide that gives the general limits

and direction in which administrative action will take place.” This implies that policy only

defines the area in which decisions can be made but cannot give the decision, instead ensures

consistency of action since an administration is governed by approved principles. The

concentration here is on educational policy which gives the direction for educational activities.

Language policy, in the Nigerian setting, became a key component of nation-building. It

was used to unify the country's many diverse ethnic and cultural groups, as well as create a sense

of national identity and cohesion. Language policy has also been used to promote economic

development, foster social mobility, and improve access to education.The government realized

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the pressing need to devise a consistent language policy that would not only recognize the

nation’s linguistic diversity but also utilize it as a precious national resource (Ojo, 2018). By

having a shared language, the government could ensure that all citizens had access to education

and other services, no matter where they were located. Additionally, a unified language would

make communication easier and more efficient, creating a more productive economy. This

represented a conscious departure from the colonial influence, as Nigeria aimed to establish its

linguistic identity and give its citizens a sense of cultural belonging (Adegbija, 2004).

The language of instruction in multilingual Nigeria has always been a matter of concern to

educators and educational planners. The African situation is aptly captured by Ouadraogo (2000)

when he asserts that, “education and language issues are very complex in Africa because of the

multi-ethnic and multi-lingual situations”. Due to this linguistic plurality, the government

appreciated the importance of language as a means of promoting social interaction and national

cohesion as well as preserving culture. Thus, there was a need for language policy, planning and

development as well as implementation. In 1977, an official document titled National Policy on

Education was promulgated which was revised in 1981, 1998 and 2004. This document assigned

different functions to the many Nigerian languages in the nation’s education at various levels.

The policy stated that every child shall learn in the language of the immediate environment in the

first three years while the English language shall be taught as a school subject. However, in the

interest of national unity among the various ethnic groups in Nigeria, every child shall be

required to learn one of the three national languages (Hausa, Igbo, Yoruba).

Decades after decolonization, English being the language of the colonial masters still

enjoys primacy through its significant role in the integration of the Nigerian nation which is

made up of three different regions North, East and West. Hausa is the predominant language of

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the northerners, Igbo of the Easterners and Yoruba of the Westerners. Each region has many

other minority groups within it. Nigeria’s multiplicity of languages is so obvious that the

languages of people living within a 20-kilometre radius are particularly different and not

understandable to one another (Danladi, 2013). The implication of this linguistic situation has

been the lack of a common effective means of communication among the groups and this

became the basis for resorting to the use of the English language as a medium of instruction in

educational settings, since the choice of any of the three main native languages as a national

language may deteriorate to disintegration. According to Odebunmi (2005), English is

institutionally the only means open to individuals from different ethnic and linguistic groups for

interaction. This shows the dominance of English in the Nigerian setting.

From its earliest stage to date, English has been playing dual roles as a contact language

between different ethnic groups and a medium of communication at international levels

particularly in the area of commerce and diplomacy, though in different usages. Despite all

constitutional provisions, English still controls almost allmethods of instructionat all levels of

education in Nigeria, while Hausa, Igbo and Yoruba are considered as local languages. English is

that Language of unity that speakers of other indigenous languages code-mix within their speech.

Other speakers see Pidgin English as a lingua franca in Nigeria. Scholars have identified five

dominant roles of English and other mother tongues in Nigeria: official, educational, mass

media, religious observance, and interpersonal relations. However, these roles played by the

English language can be rooted in its colonial history.

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1.2 Statement of the Problem

The language policy on education in Nigeria has been a subject of debate and controversy

for decades. The policy stipulates that the medium of instruction in the first three years of

primary education should be the mother tongue or the language of the immediate environment,

while English should be taught as a subject. From the fourth year of primary education, English

should become the medium of instruction, while the mother tongue or the language of the

immediate environment should be taught as a subject. The policy also encourages the teaching of

one of the three major Nigerian languages (Hausa, Igbo, or Yoruba) as a second language in

schools.

However, the implementation of this policy has been fraught with challenges and

problems. There is a lack of adequate resources, such as textbooks, teachers, and curriculum

materials, to support the teaching and learning of multiple languages in schools.There is low

proficiency and competence of teachers and students in both English and the indigenous

languages.There is a negative attitude and perception of parents, students, and teachers towards

the indigenous languages, which are often seen as inferior, irrelevant, or difficult.The

inconsistency and ambiguity of the policy itself, which does not clearly define the roles and

functions of the various languages in education

1.3 Aim and Objectives of the Study

The aim of the study is to investigate the challenges and successes of promoting multilingualism

in secondary schools in Nigeria. The objectives are;

1. to identify the factors that facilitate or hinder the implementation and success of

multilingualism in secondary schools in Nigeria

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2. to provide a comprehensive overview of the current situation of multilingualism in secondary

schools in Nigeria

3. to explore the historical evolution of language policy in Nigeria and its implications for

multilingualism.

4. to offer recommendations for improving the language policy and planning in Nigeria

1.4 Research Questions

The following questions guide the study:

1 What are the factors that facilitate or hinder the implementation and success of

multilingualism in secondary schools in Nigeria?

2 What is the current situation of multilingualism in secondary schools in Nigeria, considering

aspects such as language use, policies, and educational practices?

3 How has language policy in Nigeria evolved historically, and what are its implications for the

promotion of multilingualism in secondary schools?

4 What specific recommendations can be proposed to enhance the effectiveness of language

policy and planning in Nigeria's secondary education system, particularly with regard to

promoting multilingualism?

1.5 Significance of the Study

This study will be beneficial for several reasons. It will improve the quality and

effectiveness of education in Nigeria by providing a comprehensive overview of the current

situation of multilingualism in secondary schools in Nigeria. This will help to identify the

strengths and weaknesses of the existing language policy and practice, as well as the challenges

and opportunities for its improvement. Secondly, it will promote linguistic diversity and

multilingualism by highlighting their importance and benefits for the cognitive, social, and

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cultural development of learners. This will help to foster intercultural awareness and

communication, academic performance, and national identity and unity among learners.

The study will benefit various stakeholders, such as students, teachers, policymakers,

researchers, and the Nigerian society at large. For example, students will benefit from developing

their language skills and attitudes in both English and the indigenous languages; teachers will

benefit from receiving adequate training and resources to support multilingual education;

policymakers will benefit from receiving evidence-based recommendations for improving the

language policy and planning in Nigeria; researchers will benefit from contributing to the

existing literature on language policy and planning in a multilingual country; and the Nigerian

society at large will benefit from preserving and developing its linguistic diversity and richness.

1.6 Scope of the Study

The scope of this study encompasses the investigation of the challenges and successes of

promoting multilingualism within selected schools in the Ijebu Ode area. This includes public

and private secondary schools, both urban and rural, which operate within the jurisdiction of

Ijebu Ode. It includes the examination of historical developments in language policy and

planning as they pertain to secondary education in Ijebu Ode, as well as a contemporary analysis

of the challenges and successes. Given the multilingual nature of Nigeria, the study will

encompass various Nigerian languages spoken within the Ijebu Ode region. It will explore how

these languages are integrated into the secondary education system, the policies in place to

support multilingualism, and the impact on students' educational experiences and outcomes.

1.7 Definition of Terms

To ensure clarity throughout this study, the following key terms are defined:

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1) Multilingualism: Multilingualism refers to the ability of a society or individual to use and

understand multiple languages effectively. In the context of this study, it pertains to the

coexistence and active use of multiple languages within Nigeria's secondary education

system.

2) Language Policy: Language policy refers to a set of principles, regulations, and guidelines

established by a government or institution to govern the use, promotion, and management of

languages within a specific context. In this study, it primarily relates to the policies that

govern language use in Nigerian secondary schools.

3) Language Planning: Language planning involves deliberate efforts by policymakers to

influence the use, status, and development of languages within a society or educational

system. It encompasses decisions about which languages are taught, how they are taught, and

their role in education.

4) Secondary Schools: Secondary schools, also known as high schools or junior-secondary

schools, are educational institutions that typically serve students in the age range of 11 to 18

years. In this study, it refers to the educational institutions where students receive secondary

education in Nigeria.

5) Linguistic Diversity: Linguistic diversity refers to the coexistence of multiple languages

within a specific region or society. In the Nigerian context, it reflects the wide range of

indigenous languages spoken throughout the country.