Abstract
This
paper critically explores the intricate relationship between language policy
and primary education in Nigeria, addressing the challenges posed by the
country's linguistic diversity. As Nigeria navigates the complexities of
effective educational strategies within its multilingual society, the study
delves into the historical evolution and current state of language policies,
emphasizing their impact on educational practices and outcomes. The focal point
is a recent paradigm shift, championed by Nigeria's Minister of Education,
advocating for the use of indigenous languages as the primary medium of
instruction in primary schools. This departure from previous practices holds
profound implications for the educational sector, prompting a detailed analysis
of its pedagogical effectiveness and broader effects on cultural preservation
and national identity. Drawing on Jean Piaget's Constructivism Learning Theory,
the paper underscores the role of learners' experiences in shaping cognitive
development, aligning with the theoretical framework of language acquisition
and learning. Beyond policy analysis, the study addresses practical
implications, challenges, and offers recommendations for successful
implementation, aiming to contribute valuable insights to the ongoing dialogue
on educational reform in Nigeria.
Keywords:
Language
of Instructions, Mother Tongue, National Policy
DOI: www.doi.org/10.36349/tjllc.2024.v03i01.004
author/ Tsaure, M.B. & Sani, A-U.
journal/Tasambo JLLC | 15 February 2024 | Article 04
