By FELIX AMALE
The Federal Government’s decision to reverse Nigeria’s 2022 National Language Policy has triggered widespread concern among educators, linguists and cultural advocates, especially in Plateau State, where many indigenous languages are already facing increasing pressure from urbanisation, displacement from ancestral communities and changing social realities. While the government justified its return to English-only instruction in the early years of primary education by pointing to poor examination results, many experts argue that the decision overlooks overwhelming evidence demonstrating the educational and cultural benefits of mother-tongue instruction.
Research over the years has consistently shown that children learn best when they begin their education in the language they understand most. Mother-tongue education improves literacy, enhances cognitive development and strengthens academic performance, laying a solid foundation for learning additional languages, including English.
Rather than abandoning the policy, many observers insist that the focus should have been on addressing the shortcomings that hindered its successful implementation.
For Plateau State, the implications of this policy reversal are particularly serious. The state is home to numerous indigenous languages, including Rigwe, Mushere, Ron, Aten, Berom, Mwaghavul, Tehl and Taroh, among many others. These languages represent centuries of history, tradition, knowledge and identity. Removing them from the educational system risks accelerating their decline and pushing some closer to extinction.
The challenge has been made even more severe by the persistent attacks on indigenous communities across Plateau State. Many schools have been destroyed, teachers have fled affected communities and thousands of families have been displaced from their ancestral homes. These tragic developments have disrupted not only education but also the natural transmission of language and culture from one generation to another.
Reversing the mother-tongue policy under such circumstances can only deepen the crisis, making it increasingly difficult for indigenous languages to survive and flourish.
The consequences extend beyond language alone. Indigenous languages are the custodians of culture, history, values and collective identity. When children lose the ability to speak their native languages, they gradually become disconnected from their heritage, traditions and ancestral knowledge. The long-term result is cultural erosion and an identity crisis that weakens the social fabric of communities.
Many critics, therefore, argue that the real problem was never the policy itself but its poor implementation. They maintain that the government should have invested in teacher training, the production of quality learning materials and adequate funding to support effective implementation instead of abandoning a policy that aligns with internationally recognised best practices.
The government may have cited poor examination results as justification for the reversal, but experts disagree with that conclusion. They contend that inadequate planning and insufficient resources, rather than the use of indigenous languages, were responsible for the disappointing outcomes.
As language policy expert Anthony Otaigbe observed, “Lack of resources, not language, caused the poor outcomes. Diving into mother-tongue instruction without adequate planning is a recipe for disaster.”
Education stakeholders have also warned that returning to English-only instruction is likely to widen educational inequality, particularly in rural communities where many pupils have limited proficiency in English before starting school. Children who are compelled to learn unfamiliar concepts in a language they barely understand may struggle academically, thereby increasing existing disparities in educational achievement.
The Linguistic Association of Nigeria (LAN) has warned that the policy reversal undermines inclusion and equity in education, while the Nigerian Academy of Education (NAE) has described the decision as “a grave disservice to Nigeria’s progress.”
Similarly, the President of the Nigerian Academy of Letters, Prof. Andrew Haruna, cautioned that “The reversal is a setback with far-reaching implications. It ignores the proven benefits of mother-tongue education and sends a message that our languages are inferior.”
Apparently, the controversy has reopened an important national conversation about education, identity and development. Many stakeholders are urging the government to reconsider its decision and channel resources towards effective implementation rather than discarding a policy that has been endorsed globally as a sound educational practice.
As Prof. Haruna further warned, “If we don’t preserve our languages, we risk losing a core part of our identity. The government must act now to safeguard Nigeria’s linguistic future.”
Nigeria stands at a critical crossroads. The country must recognise that preserving indigenous languages is not merely a cultural obligation but an educational and developmental necessity. For Plateau State and many other parts of the country, protecting mother-tongue education means preserving identity, strengthening communities and ensuring that future generations inherit the rich linguistic heritage that defines who they are.
The time to act is now. Nigeria must protect its languages, empower its children and safeguard its priceless linguistic heritage for generations to come.