Nigeria reverses mother-tongue teaching policy and restores English as medium of instruction
Nigeria’s Federal Government has officially scrapped its policy of teaching young children in their local indigenous languages and is reinstating English as the medium of instruction from pre-primary levels through to tertiary education. The decision marks a dramatic reversal of a policy first introduced only three years ago.
Education Minister Tunji Alausa explained that the mother-tongue teaching programme “failed to deliver” and cited poor academic results in regions that adopted the language-of-origin curriculum. According to him, assessments from national examination bodies revealed elevated failure rates in key exams in states where indigenous languages had been heavily used in foundational schooling.
The original policy was launched to support early-grade comprehension and promote Nigeria’s many native languages. Proponents argued that children learn more effectively in a familiar mother tongue when first introduced to formal education. However, the minister argued that the evidence now points to unintended negative effects, especially when students transition to national exams administered in English.
Reinstating English as the primary teaching language, Alausa said, is about ensuring consistent performance and helping students build a solid foundation in the global lingua franca. He emphasised that this is not merely a return to the status quo, but a policy based on rigorous data, reflecting a commitment to improving learning outcomes.
The shift has drawn a mixed reaction. Some education experts have welcomed the change, agreeing that it aligns more closely with exam realities and resource constraints. Others, however, warn that abruptly removing mother-tongue instruction ignores cultural preservation, and argue that more investment in teacher training, learning materials, and bilingual education was needed.
Critics also say the reversal threatens Nigeria’s linguistic diversity and could undermine the benefits of bilingual education. They point out that the policy was originally intended to preserve native languages while improving early childhood learning and that rolling it back risks weakening indigenous identity in the classroom.
Supporters of the change, on the other hand, argue that English is critical for academic success and global competitiveness. In their view, focusing on one medium of instruction allows schools to standardise teaching, strengthen basic literacy, and reduce failure rates in national assessments.
Ultimately, this reversal underscores the tension between promoting Nigeria’s rich linguistic heritage and meeting the practical demands of national education objectives. As English returns to the classroom, the government will need to manage both equity and quality to avoid leaving behind students who may benefit from early mother-tongue exposure.
