By ABBA YAKUBU
Nigeria has reversed its 2022 policy of teaching children in their mother tongues, reinstating English as the sole medium of instruction across primary and junior secondary schools. The announcement was made by the Minister of Education, Dr. Tunji Alausa, during the 2025 Language in Education International Conference in Abuja. And, as is to be expected, it has sparked intense debate among educators, linguists, parents and policymakers.
The 2022 initiative aimed to promote early literacy and cultural preservation by encouraging instruction in local languages during the first years of schooling. Supporters argued it would improve comprehension, raise literacy levels and strengthen community bonds.
However, data reviewed by the Ministry revealed that pupils taught primarily in their mother tongue struggled with national examinations such as WAEC, NECO and JAMB, particularly in English. Dr. Alausa stressed that these challenges hindered academic progress and future opportunities.
“Years of data show that pupils taught mainly in indigenous languages perform poorly in critical exams,” Dr. Alausa explained. “This policy has inadvertently hampered education quality in many regions, creating the need to restore uniformity in language instruction. That is why we are returning to English from primary through tertiary education.”
The decision has provoked a heated nationwide discussion. Supporters contend that a unified language policy centered on English will improve examination results and enhance Nigeria’s global competitiveness. English, as the country’s official language, provides students broader access to higher education and international opportunities.
Critics, however, warn that abandoning mother tongue instruction risks eroding Nigeria’s rich linguistic diversity and cultural identity. Children from rural or minority communities, who often have limited exposure to English before school, may be further disadvantaged, potentially widening educational inequalities.
Some educators and linguists argue that Nigeria’s multilingual landscape complicates policy implementation. Teachers often lack proficiency in local languages, and infrastructure for bilingual education remains insufficient in many regions. The Nigerian Educational Research and Development Council (NERDC) noted that mother tongue instruction in early years is impractical across Nigeria’s diverse linguistic zones. Dr. Alausa highlighted the logistical challenges posed by regional dialects and emphasised that a common language is essential to unify the education system.
Proponents also argue that the policy reversal is part of a broader nationwide reform to improve education quality, promote national unity and align with global best practices. The government has pledged comprehensive teacher training and curriculum development programs to ensure a smooth transition back to English instruction.
International organisations, including the British Council, have endorsed Nigeria’s policy shift, stressing the importance of language proficiency for socio-economic development. Yet experts caution that without proper teacher training, modern instructional materials and community engagement, the change could undermine its original goals.
In rural areas, where many children start school with limited English exposure, critics warn that the policy may deepen educational disparities. Evidence suggests that children learn more effectively when taught in their mother tongue in the early years before transitioning to English. Experts recommend a balanced approach: maintaining local languages in early education while strengthening English literacy from the outset.
Nigeria’s decision to revert to English as the primary medium of instruction represents a significant policy shift. While aimed at improving academic outcomes and ensuring national and global competitiveness, the move raises concerns over cultural preservation and regional equity. Stakeholders emphasise that strategic planning, extensive teacher training and proper infrastructure development are critical to ensuring a seamless transition that benefits all learners.
Yakubu, a multimedia journalist and public affairs commentator, writes from Jos, Plateau State