The implementation of the National Language Policy which allows the use of mother tongue to teach children up to primary six has dragged on since 2022 with pupils at the receiving end, FRANK IKPEFAN reports
Six-year-old Safiya Bako dozed off intermittently in class at the Local Education Authority (LEA) school in Kubwa, a satellite area in Abuja.
For more than an hour, she could neither grasp what the female tutor was saying nor connect to all her gesticulations.
According to one of the school janitors who brings Safiya home, more than half of her class are lost or distracted during lessons taught in English.
“The only class they all look forward to is when Mallam steps in to teach them the Islamic studies; he will usually speak little Arabic and mainly Hausa,” the janitor added.
From the LEA in Kubwa, Abuja to the core Northern states and down to the Southern region whether east or west, there is a growing concern about children who are in schools but are not learning – especially children in rural communities.
The learning poverty among children in basic schools in Nigeria has persisted despite the investment in education sector by the political class.
There are no indications of an improvement going by the report of the World Bank. According to the Bank’s study 70 per cent of Nigerian children at basic education level are unable to read, write or solve elementary numeracy tasks.
A report by the National Bureau of Statistics (NBS) and the United Nations Children’s Fund (UNICEF) said three out of four children of basic education age, six to 14 years in Nigeria cannot read a text with understanding, or solve simple mathematical problems.
Unfortunately, there is a limited chance to catch up later. This reality is a contributory factor to high dropout rates as children progress in schooling and social alienation.
Yet a situation where 69 per cent of primary school teachers in the country are said to be unqualified to impart basic foundational skills to children continues to aggravate the situation.
Poor funding of the education sector leads the list of factors responsible for low learning outcomes and poor numeracy skills in children, however, a new school of thought believes, money is only half of the problem.
Experts are now taking a look at the impact of language barriers in teaching and learning at the basic education level, a challenge they say has often been ignored, especially at the primary school level.
Research indicates that many enrolled children lose interest, become absent-minded, appear lost and generally avoid school when tutored in languages other than a familiar tongue.
Children who manage to sit through classes are often said to have a very faint grasp of subjects taught or mix up knowledge because of poor understanding.
Will mother tongue improve Nigeria’s learning outcomes at basic education level?
Chief of Education at UNICEF Nigeria, Saadhna Panday-Soobrayan believes that teaching in mother tongue at the basic education level would improve the literacy and numeracy of pupils.
The UNICEF education specialist said: “Studies and evidence across the world have shown that when you teach children in their mother tongue especially at age one to three, they learn better and faster. The use of the mother tongue, unarguably, assists the children to acquire basic numeracy and literacy skills. You can then switch to a second language slightly later in life. Obviously, improved results are achieved with this approach.
“In addition to that, teachers should be trained to teach in local languages. There should also be books and other tutorial materials produced in local languages. These would also go a long way in solving the literacy problems in Nigeria.”
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has tested teaching initiatives to promote mother language-based education in Djibouti, Gabon, Guinea, Haiti and Kenya with success.
Also, countries like China, Japan, Taiwan, and South Africa that use mother tongue to teach Science and Technology are higher on the United Nations Human Development Index than Nigeria and others that use foreign languages.
Calls for implementation of national language policy grow
Former President Muhammadu Buhari approved a new National Language Policy which made mother tongue a compulsory medium of instruction for public primary school pupils.
Also, former Minister of Education, Adamu Adamu, had revealed that the mother tongue would be used exclusively for the first six years of education, while it would be combined with English Language from Junior Secondary School.
Executive Secretary, Nigeria Educational Research and Development Council (NERDC) Prof. Ismail Junaidu, called for the implementation of the policy.
Junaidu said the policy which prescribed the use of mother tongue or language of immediate environment as medium of instruction in basic schools, was approved in 2022 and allowed the use of mother tongue to teach even up to primary six.
While stating that no language should be left out, he said over 60 language autographs, or writing systems have been developed.
He called on communities as custodians of the culture, to step in and complement the effort of the Federal Government, adding that the agency was ready to provide technical assistance to all languages.
The NERDC boss lamented the apathy and lack of political will as well as shortage of language teachers, low capacity and inadequate funds to implement the policy.
He called on relevant bodies to intensify sensitisation, produce more instructional materials, build capacity of teachers and implementing partners, as well as ensure partnership between agencies and development partners for proper implementation of the policy.
Librarian backs policy
Also, the Chief Executive, National Library of Nigeria (NLN), Prof. Chinwe Anunobi has also thrown her weight behind the use of indigenous languages in teaching and learning in schools, particularly at the basic education level.
The National Librarian said children learn better with indigenous languages.
According to her, evidence has shown that children learn better when they are taught in their indigenous language (mother tongue).
She said this was why the agency was pushing for the adoption of indigenous languages for teaching and learning at basic education level.
“There’s a growing concern that, at least, one indigenous language dies every two weeks as highlighted by UNESCO,” she said.
She added: “It’s a testimony of hope that over 600 indigenous languages in Nigeria shouldn’t go into extinction, but rather be preserved like the other aspects of our cultures. The theme for this year’s event is a call for all stakeholders, and practically everyone, to appreciate the fact that multilingual education enhances learning when the language of instruction is the learner’s first language.
“The use of learners’ own languages for literacy and learning provides a solid pillar for education, and for transfer of skills and knowledge to additional languages. Learning in one’s first language facilitates understanding and interaction, and further develops critical thinking.
It strengthens self-confidence and self-esteem and stimulates active participation.
“In addition to boosting learning, multilingual education contributes to opening the doors to intergenerational learning, the preservation of culture and intangible heritage, and the revitalisation of languages.”
The Federal Engagement Lead on the Partnership for Learning for All in Nigeria (PLANE) programme, Abiola Sanusi noted that education in the mother tongue helps children develop a strong foundation in their native language.
According to Sanusi, to fully realise the benefits of education in the mother tongue, it is essential for policymakers and educators to recognise the importance of language as a tool for learning and development.
Sanusi said: “Education in the mother tongue helps children develop a strong foundation in their native language. This is important for their overall cognitive development, as well as their emotional and social well-being. When children are educated in their mother tongue, they are better able to express themselves, ask questions, and engage in meaningful discussions with their teachers and peers. This leads to a more stimulating and inclusive learning environment and alignment with foundational principles of starting from known to unknown in learning process.
“Furthermore, the opportunity of learning a second language that is inherently part of multilingual education is also associated with cognitive flexibility and cultural empathy. When individuals are proficient in multiple languages, they develop the ability to navigate different linguistic and cultural schemas, expanding their capacity for empathy and understanding. This cognitive flexibility is a valuable skill that prepares individuals to thrive in diverse and rapidly changing environments, both within and beyond their own communities.
“Encouraging the use of the mother tongue does not negate the importance of the English Language in creating a connection with the rest of the global community. However, Nigeria also needs to gain from the widespread opportunities that investment in its numerous indigenous languages could bring. Nigeria has had a lot to show from using the English language, especially in literary endeavours and entertainment with great authors and actors that earn global recognition, with these individuals demonstrating a mastery of not just the English Language but their mother tongue.”qqqq
Nigeria may miss out on SGDs if crises persist – UBEC
The Executive Secretary, Universal Basic Education Commission, Hamid Bobboyi warned that if the learning crisis was not immediately addressed, it could hinder Nigeria from achieving the Sustainable Development Goals (SDGs), specifically, goal four which deals with inclusive and equitable quality education and the promotion of lifelong learning opportunities for all.
Speaking at a two-day stakeholders Dialogue on Reading Initiative in the UBE Programme and the Use of Mother Tongue/Language of Immediate Environment as Medium of Instruction in Abuja, the UBEC chief said: “Studies have shown that Nigeria is experiencing a severe learning crisis. For example, approximately three out of four children of basic education age (6 to14 years) in Nigeria cannot read a text with understanding, or solve simple mathematics problems (NBS and UNICEF).
“The situation, if not immediately addressed will hinder Nigeria from achieving the Sustainable Development Goals (SDGs). Several interventions by the Federal Government, State Governments and International Development Partners have been made to address the endemic issue. However, in spite of the huge resources expended, the challenge remains.”
Nigeria’s exit from the learning crisis requires action – UNICEF
The UNICEF Education Manager, Munamuzunga Sikaulu, stressed that Nigeria’s exit from the learning crisis would be a product of actions, while calling on stakeholders to come up with ideas that would help the delivery of basic education to the Nigerian child.
Sikaulu noted that the use of mother tongue or the language of the immediate environment would improve the motivation of the teachers and students to provide instruction and ensure proper learning.
