Tag: mother-tongue

  • Reversing the mother-tongue policy was the right call

    Reversing the mother-tongue policy was the right call

    Sir: When Federal Ministry of Education announced on November 13, 2024 that it was cancelling the three-year-old mother-tongue instruction policy, the reactions were divided and, in many cases, emotional. But if we strip away sentiment and focus squarely on the Nigerian reality, the government’s decision is not only reasonable but also necessary.

    The mother-tongue programme, introduced in 2021 by then Education Minister Adamu Adamu, was based on global research showing that children learn foundational concepts faster in their first language. This research is valid. What is also true is that most of it was conducted in countries with one dominant regional language, such as Swahili in East Africa. Nigeria does not share that linguistic structure. We are a country of over 500 languages, none of which is nationally dominant, and none of which functions as a regional lingua franca across states.

    A policy designed for countries with one major indigenous language cannot be pasted onto a country with hundreds.

    Education Minister Tunji Alausa was blunt: Nigeria does not have the trained teachers, the textbooks, or the infrastructure to deliver primary education in dozens of languages simultaneously.

    He pointed to concrete evidence. Data from WAEC, NECO, and JAMB showed significant failure rates in the geopolitical zones that aggressively implemented the mother-tongue policy. This is not a matter of opinion. It is the outcome of a policy implemented faster than our capacity allowed.

    Education expert Aliyu Tilde captured the reality perfectly in his comments to the BBC,

    “Does Nigeria have trained teachers to teach in the dozens of indigenous languages in the country? The answer is no.”

    Developing teaching materials in even five major Nigerian languages would require multi-billion-naira investments, multi-year planning, multi-sectoral collaboration, and extensive teacher retraining. Doing it for dozens of languages, in hundreds of LGAs, would cost far more than Nigeria’s current education budget could sustain.

    Introducing a new language of instruction in every local government was always going to stretch an already strained system.

    The Nigerian population is highly mobile. Families frequently move from Lagos to Kano, from Uyo to Abuja. A child taught exclusively in Igbo in Owerri would struggle when their parents relocate to Kano where instruction is suddenly in Hausa. Should such a child start again from the beginning? Should the teacher in Kano pause to teach in Igbo?

    This is not just impractical. It is unfair.

    In countries like Tanzania or Rwanda, where Swahili and Kinyarwanda are used nationally and regionally, mother-tongue instruction works because mobility does not disrupt learning. Nigeria’s linguistic landscape is entirely different.

    Every major gatekeeper of academic progression in Nigeria, from WAEC to JAMB to university instruction, is conducted 100 percent in English. Expecting children to learn science, mathematics, literature, and literacy in an indigenous language, only to suddenly switch to English at the point of transition, is setting them up for difficulty.

    A parent once put it to me simply, “English is a global language that is used everywhere. It’s better these kids start early.”

    This is practicality. Nigeria participates in a global economy. Our students apply to universities in Liverpool, Nairobi, Johannesburg, Toronto and Dubai. English proficiency is not merely helpful. It is essential for global competitiveness.

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    The regions most likely to embrace the mother-tongue policy were the northern states, where literacy levels are already fragile. In many parts of the Northwest and Northeast, literacy rates hover around 30 to 40 percent, compared with 80 percent in the Southwest.

    Implementing a policy that delays children’s exposure to English in these regions would disadvantage them further when writing national exams or competing for university placement.

    Ironically, a policy designed to support learning risked widening educational inequalities.

    Supporting the reversal does not mean dismissing our rich linguistic heritage. Nigerian languages deserve preservation and active cultural promotion. But they should be strengthened through compulsory mother-tongue classes, literature and cultural studies, extracurricular and community-led enrichment, translation projects and digital language preservation.

    These are proven and sustainable methods. Making indigenous languages the medium of instruction in a country with 500 languages is not one of them.

    The government’s reversal is not a rejection of indigenous identity. It is a recognition of Nigerian complexity.

    It is a decision based on data, capacity, financial realism, and the urgent need to improve learning outcomes. English provides national uniformity, facilitates mobility, gives access to global knowledge and strengthens competitiveness.

    Nigeria must celebrate its languages, but it must also educate its children in a way that reflects its realities.

    •Tosin Adeoti,contact@tosinadeoti.com.

  • Preservation of mother tongues leads to development – Chimamanda Adichie

    My father is from Aba in Nchikoka Local Government Area and my mother from Munachi in Dunukofia Local Government Area, both in Anambra and I grew up in Nsukka in Enugu state. All of those towns are important in my sense of Identity and so I am thrilled to be here speaking in Igbo land.

    I am proud to be a product of Igbo land; Igbo land produced that great political and cultural colossus, Nnamdi Azikwe.

    Igboland produced that mathematics genius, Professor James Esielo, Nkem Dora Akuyili (RIP), Igbo land produced Nigeria’s first professor of statistics, a man I also happen to call daddy, Professor James Adichie. Igbo land produced the first woman to be the registrar of the University of Nigeria, Nsukka, a woman I also happened to call mummy.

    Igboland produced great writers, if Chinua Achebe, Flora Nwapa and Chi Emecheta and Chukwuemeka Nkem had not written the books they did, when and how they did, I would not have had the emotional courage to write my own books and so today I honor them and I stand respectfully in their shadow.

    I also stand in great pride in the shadow of so many other daughters and sons of Igbo land. We have much to be proud of in Igbo Land, we have many from whom we can take inspiration so I want to start today with a message for all the young people here.

    MESSAGE TO THE YOUNG PEOPLE

    ‘Consider yourself a life-long student never stop learning’ I have a post graduate degree but I consider myself a student, a person who will always be eager to learn. I want to ask you to get much formal education you can and also I want to say to you; stay in school.

    Even if you want to start a business you will be a better businessman or woman if you are literate, if you can think critically and these are all things one gets from education and I say this, particularly because there are many of us in Igbo land that thinks that what matters is business.

    And then education is not just what somebody teaches you in school, education is also about the effort you make. Reading is essential and not just reading for school exams, I mean reading outside what you are asked to.

    When I was growing up I read everything I could find, and of course, I grew up at a time when the internet was not at its ubiquitous presence as it is now. I know that the internet is here to stay, and I think the internet can be good or bad depending on how we use it.

    So, you can use the internet to waste your time, read stupid gossips online and you can get into meaningless arguments on Facebook or you can use your data to educate yourself. You can read quality newspapers online, watch a video that teaches you something. The internet is full of free classes that you can access easily. Learn; think of each new day as an opportunity to learn something new.

    One of my interests is Pre-Colonial Africa, I am very curious about whom and what we were before colonialism came. Now, most of recorded history about Igbo people and about many other ethnic groups in Africa came from foreigners.

    Men and women who did not speak the language and do not understand the nuances of the culture which means we have to read everything they write with a certain level of skepticism but what is consistent about all of the books I have read about Pre-Colonial Igbo land is that the Igbo people valued integrity, they were known to be frank, known to be people who do not pretend and people who valued open communication between the old and the young, parents and their children and to be people who believed in individual achievements but also felt that consensus is the best way to govern a community.

    VALUE OF THE IGBO PEOPLE

    Thinking about communication as a value of the Igbo people, I thought about a young woman I know in Lagos. She is twenty-five years old and she’s from Anambra state and she said to me that she did not want to come back to her home town for Christmas. When I asked why? She said she is under so much pressure from her parents to get married and she said they don’t just want me to marry; they want me to marry a rich man.

    Recently as two years ago, she said, if she mentioned a boy’s name to her parents they will shout at her because she wasn’t supposed to have a boyfriend. And of course one wonders how she’s supposed to meet the man that will be her husband today. Most of all, what touched me while talking to her was when she said; I cannot talk to my parents.

    MESSAGE TO PARENTS

    So I want to ask parents here today, particularly parents of teenagers. Please keep communication open between you and your children. Many parents today teach their children how to fear them but not to respect them. Fear is not respect, you can beat fear into a child but respect is what a parent earns.

    Don’t shut your children up, listen to them. Give them advice without shouting. Actually, if you don’t shout they are likely to hear you better and as you give advice, remember the fallings of your own youth, nobody is perfect.

    I want to suggest today that we all take up the name, ‘ekweme’. Let us not only talk but let’s also act and let us do as we say. Some years ago, I ran into a woman in Enugu, a woman who is an old family friend. She was with her little son, I said Kedu to the boy and the woman said very quickly no he doesn’t speak Igbo, he speaks only English. What struck me was not just that this child does not speak Igbo but the mother said it with so much pride. She was proud that her child did not speak Igbo, why I asked her and her reply was that speaking Igbo will confuse him and I want him to learn to speak English well.

    So later when we mentioned her son’s school, she mentioned that he was taking piano lessons and French lesson. And so I asked her if learning Igbo will confuse him would learning French also confuse him? The woman’s reason that two languages will confuse her child sounds reasonable on the surface but is it true? It is simply not true.

    We know children have the ability to learn different languages, and in fact, we know being bi-lingual or multi-lingual help children in areas outside languages. I don’t really need to read studies about this, I am proof. I grew up speaking Igbo and English at the same time and considered them both as my first languages and I can assure you in my forty-one years on earth I am yet to be confused by that.

    I’m actually learning to improve my French and learn Swahili and Hausa maybe then I would be confused. My sister, my parent’s first child was born in the US when my father was a doctoral student. My parents made the decision to speak only Igbo to her because they knew she would learn English, they were determined that she would speak Igbo and they did and I can assure you that my sister is also not confused.

    When I had my daughter three years ago, my husband and I decided we would only speak Igbo to her. She now speaks Igbo and people are always shocked particularly the Igbo people when they hear her speak.

    I deeply love both Igbo and English; English for me is the language of literature and philosophy. But Igbo is the language of emotions, humor, and laughter. Igbo is the enduring link to my past, it is the language in which my great-grandmothers sang.

    Sometimes when I hear the old people speak Igbo in my hometown, Aba I found myself wishing that my own Igbo were not so Anglo-sized. I am full of admiration of the complexity of their language and the proverbs that they used and I am in awe of the culture that produced this poetry because that is what the Igbo language is when it is spoken well – it is poetry.

    And so to deprive our children of the gift of this language at a time in their lives when they can easily absorb it is an unnecessary loss. We now have all over Igbo land grandparents who cannot talk to their grandchildren because they have an imperial barrier between them.

    Even when the grandparent speaks English there is often an awkwardness in the conversation and the losses made worst by imagining what it could have been, the stories that could have been told, wisdom and history that might have been passed down to their grandchildren and most of all the sense of identity that comes with knowing one’s language.

    Language is not just about communication it’s about word feel. Some people argued that language is the only thing that makes a culture but I disagree. I think identity is much more complex, I think that culture is really a way of looking at the world and so there are Igbo people who do not speak the language but that does not necessarily make them any less Igbo.

    In fact, I think for the young people today who do not speak Igbo we cannot hold them responsible. It is their parents that we must hold responsible.

    The great Ghanaian writer, Ammah Attetuh ask a question in her novel Changes; “Why have we insisted on speaking about ourselves in the same condescending tone that others have used to speak of us?” There are other Igbo and Igbo parents who don’t necessarily think Igbo would confuse their children, they just think that Igbo is not just that important after all its small language spoken only in South-Eastern Nigeria and it is not important to the newly globalized world.

    So as one parent said to me, it is indeed true that the world is increasingly global but to succeed in this global world does not mean giving up on who we are. It means keeping what we are and adding to it.

    I remember being very impressed when I went to Iceland by the effort the people of Iceland put towards preserving their language. Iceland is a tiny country with a population less than that of Igbo land. Many people there speak English but speaking Icelandic is very important to them and it is not because Iceland is the next China.

    Nobody is learning Icelandic as people are learning Mandarin. It is instead because the people of Iceland value their language. They know it is a small language that does not generate any economic power but they do not say ‘kede be di e che’ because they understand there are other values that language has beyond the material and economic.

    Language is the constructs of culture, the end of language marks the beginning of the end of culture. And this I think is giving value to who we are and to our culture

    To value something is to believe that that thing matters and also to act that you believe that it matters. The knowledge of Igbo can lead to an innate self-confidence that will, in fact, be essential for success in any job interview and confidence comes from knowing who you are.

    I am today considered a global citizen which I think means I am comfortable anywhere in the world, but I know this is primarily because of the pride that I received being raised by parents who were academics and very much rooted in the Igbo culture.

    Having confidence in your culture does not mean you have to be ethnocentric or you feel your culture is better than others, what it means is that you are satisfied with what is yours. And so there will be no need to dehumanize others.

    I am very proudly Igbo, Nigerian, and African and I am very curious about other African Culture.

    I am not trying to romanticize Igbo culture, Igbo culture is not perfect. I quarrel strongly with a number of things in Igbo Culture, quarrel with the patriarchy and quarrel with the argument that uses culture to silent descent.

    I quarrel with the people who say whenever a woman tries to assert her full autonomy that it is not our culture. Well, driving cars is not also our culture but we all drive cars because car driving benefits as a community. So if indeed it is not our culture that women are considered full and equal members of the society then we must make it our culture. We must make inequality our culture because it benefits all of us. Unless we can tap into the potential of every single human being whether male or female we would not fully succeed as a society.

    We can begin today by saying yes to integrity and no to mediocrity. I will like to end with another message for young people. I will like to ask to; please do not judge leadership by the amount of money a leader has or can share or the amount of noise he or she can make. Judge leadership with the amount of testimony by ordinary people and how that leadership has changed their lives.

    I want to ask you always to be courageous; courage is not the absence of fear. Courage means you have fear but despite your fear, you still try. Always try

    Finally, to the young people don’t be entitled. Do not feel anybody owes you anything and work hard. Say yes to integrity and say no to mediocrity.

    Thank you.

    Being excerpts of Chimamanda Adichie’s speech at the just held Face of Okija thought leadership and beauty pageant in Anambra, where she talked on different issues like the need to be proud of our mother tongue in communication, preserving our languages for growth, the benefits of getting further education by the Igbos and other salient topics.

  • UNESCO urges govt to sustain mother tongue

    The United Nations Education, Scientific and Cultural Organisation (UNESCO) has urged the Federal Government to adopt language policies that would ensure the sustenance of mother tongue.

    The International Mother Language Day (IMLD) is observed annually across the globe on February 21, to promote awareness of linguistic and cultural diversity and promote multilingualism.

    UNESCO’s National Professional Officer in charge of Culture, Mr Ifeanyi Ajaegbo, told News Agency of Nigeria (NAN) in Abuja that the sustenance of mother tongue would ensure it does not go extinct.

    Ajaegbo said there was the need for government to protect its indigenous languages, in view of the multilingual nature of the country, adding that it should be in the school curriculum and individual interaction.

    “UNESCO research shows that one language dies every two weeks worldwide, taking away people’s history and cultural heritage,” he said.

    He urged the government, stakeholders and parents to ensure that they encourage children to learn their indigenous languages, as well as communicate in it in public spaces.

    The Convention on the Rights of the Child requires that governments ensure “the development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilisations different from his or her own”.

    One hundred and ninety-six countries including Nigeria are signatories to the convention; Upholding international law includes upholding this promise to speakers of mother languages.

  • Gani Adams advocates use of local languages

    Gani Adams advocates use of local languages

    The National Coordinator, Oodua Peoples Congress (OPC) and Olokun Festival Foundation, Otunba Gani Adams, has said investment in the education of children and usage of mother tongue is the panacea to quick development of the nation.

    According to him, Nigeria started to retrogress when its languages got relegated to the background, with the favourable use of the white man’s language to the detriment of indigenous ones, being the cause of the underdevelopment of Africa.

    He said this at the finale of the Olokun festival quiz competition where secondary schools were quizzed on their mastery of the Yoruba language in Lagos.

    He said children are the future of any country and adequate investment in their education and well being using their mother tongue assured progress for the country.

    He said: “Any country that wants to be technologically developed must use her language in developing the codes for the technology,which is why the Western world are more advanced”.

    Adams, who is the Chief Promoter of Olokun Festival, said  the foundation decided to hold the quiz competition because of the importance it attached to  language as a vehicle for cultural re-birth.

    He said one of the achievements of the organisation is the usage of the Yoruba language for plenary sessions among some state’s houses of assemblies in the south west.

    “The competition would give the students opportunity to know more about the Yoruba language and to also develop themselves intellectually as it builds their confidence which is helpful in going to future competitions “,he asserted.

    Some of the schools that took part in the competition were: Ilupeju Senior Grammar School, Opebi Senior High School, Community High School, Wasinmi, Omole Senior High School, Oregun Senior High School, Army Children School and Ilupeju Senior Secondary School all in Lagos State.

  • Minister: it’s sad children can’t write, read in mother tongue

    Minister: it’s sad children can’t write, read in mother tongue

    Minister of Information and Culture Alhaji Lai Mohammed has decried dwindling ability of most Nigerian children to write and read in their mother tongues.

    He spoke yesterday in Kaduna at the 2017 edition of the Annual Round Table on Cultural Orientation (ARTCO), organised by National Institute for Cultural Orientation (NICO), in collaboration with the Federal Ministry of Information and Culture.

    Mohammed said there was urgent need to curtail the trend of indigenous language extinction.

    The minister said the language should go digital on various Internet platforms, where youths and children are familiar with, so that they could begin to pick up their mother tongue from such electronic devices.

    He, however, hailed NICO for its work in promoting Nigerian languages over the years and particularly for working tirelessly to ensure that the programme became a reality.

    He reiterated the commitment of the President Muhammadu Buhari Administration to accord Nigerian culture its pride of place in developmental agenda.

    The minister said: “We will leave no stone unturned to ensure that our cherished cultural legacies and values are transmitted from one generation to another.”

    “The importance of indigenous language to national development cannot be over-emphasised. Language is the soul of culture; it is an indispensable tool for the promotion and preservation of culture. We cannot be genuinely committed to the promotion of our culture without addressing the serious issue of language endangerment and extinction.

    “There is no gainsaying the fact that our indigenous languages are endangered and if urgent steps are not taken, they will go into extinction in no distant future…

    “It has been my desire since I assumed duties as honourable minister to convene a strategic stakeholders’ meeting to underscore the relevance of the indigenous language newspapers and to engineer a road map for their sustenance in the face of formidable challenges. This explains why one of my first assignments in office was to visit identifiable indigenous newspapers like Alaroye, Iroyin Owuro, Rariya, Aminiya and Leadership Hausa.

    “The visits convinced me, more than ever, that indigenous language newspapers have a vital role to play in reviving the fortunes of our endangered languages, if their potentials are maximised.”

    He said the way forward is to fashion out strategies to address the problem.

     

  • ‘Use mother tongue as language of instruction’

    House of Representatives member Oladipupo Adebutu, has advised the Federal Government to make a credit pass in any indigenous language a prerequisite for admission into tertiary institutions.

    The lawmaker representing Ikenne/Shagamu/ Remo North Federal Constituency also advocated the formulation of a comprehensive language policy, if the country must improve in its education index and be set on the path of technological advancement.

    Adebutu, who spoke with reporters in Ado Ekiti, the Ekiti state capital at the weekend shortly after being conferred with a honorary doctorate in Public Administration by the Ekiti State University (EKSU), condemned the relegation of local languages as a medium of teaching, especially in private schools.

    According to him, researches had proved that using mother tongue as a medium of instruction in schools in the early period remained the best means of transmitting knowledge and achieving wholesome cognitive development in children.

    He said what the country has are disparate policy pronouncements on language as contained in the 1999 Constitution and the National Policy on Education (NPE).

    He said: “It is tragic that some privately-owned primary and secondary schools in the Southwest zone do not offer Yoruba as a subject. In others, Yoruba is prohibited as a vernacular. This impairs their creative potential because they are forced early in life to think in a foreign language.

    “A template to showcase that mother tongue education is the best for a child’s cognitive development was given by a former minister of education, Prof Aliu Babatunde Fafunwa between 1970 and 1989, through the famous Ife Six-Year Primary Project. The government at all levels should go and dust up the report of that project and see to its implementation.’’

    Adebutu continued: “In the comprehensive language policy being canvassed, the Federal Government should meticulously assign greater roles to the indigenous languages than they currently enjoy. This will act as a catalyst for our national goal and aspiration of achieving technological development.

    “In addition, a credit pass in any indigenous language should be made compulsory for admission into any higher institution in the country. This will go a long way in changing the negative attitude of Nigerians towards the indigenous languages.  A credit pass in English for admission into post-secondary school as we currently have it is good.’’

  • Group advocates mother tongue for kids

    Group advocates mother tongue for kids

    Moms Africa, a women/children advocacy group, has called on the government to promote teaching and speaking of mother tongue in schools to prevent them from going extinct.

    President of the group Mrs Mary Ikoku, said research has proven that children who learn their mother tongues while growing up are more likely to succeed in their educational pursuits and learn a second language faster than others who did not.

    Speaking at the commemoration of International Mother Language Day at Citi Lodge, Lekki, Ikoku faulted parents who accrue excessive importance to English language. She said benefits of speaking one’s mother tongue include saving lives and staying true to one’s identity.

    She said: “There is something spiritual about the mother tongue, so we are trying to reinforce that culture which is also a United Nations (UN) requirement. English is only a target language, not our primary language. Speaking English does not make you classy. What defines and stands you out is your language. It could even save your life. People can warn you of dangers with your native language to prevent a foreigner from harming you. What defines you is the language that you speak when you are separated from the English language.”

    Head of Imperial Gate Schools, Lekki, Mrs Victoria Duru also corroborated Ikoku, saying skills acquired in the first language can easily be incorporated into the second.

    Coordinating the event, a polyglot and on-air presenter Dr Yolanda George-David, popularly known as Aunt Landa, who speaks Isreali, Portugese and Gaa Dangbe of Ghana among others, suggested inculcating mother tongue in kids at infancy to make them learn easier.

    Meanwhile, a pupil of Imperial Gates School, Aisha Mujahie-Kabir, gave a presentation in Hausa language advised parents to use songs and stories to teach their children their mother language.

    “I think our mother tongue is important because it helps us to understand our families and origin better than when we speak English,” she said.

    While, schools, parents and stakeholders discussed the way forward for promoting mother language in the country during the symposium, many parents admitted their faults in not promoting the language in their homes and promised to do so hence forth.

  • Chinese Language: Nigeria’s new mother tongue?

    English is becoming a mother tongue in Nigeria as Nigerians prefer the use of English, in communication, to the 646 Nigerian original mother tongues spoken by 250 ethnic nationalities.  Mandarin – a language of the Chinese – is another foreign language Nigerians currently have their eyes on, and it might be one of the new Nigeria’s mother tongues in the future.  And one thing explains this new love for Mandarin – the economic prosperity of China. This was alluded to by Mr Raji Fashola, the governor of Lagos State, during the celebration of his 2,000 days in office, “Whether we admit it or not the Chinese are taking over the global economy and we are only preparing our pupils for the opportunities that the use of Chinese language as the possible language of the future might provide.” The learning of the language is yet to kick off in Lagos public schools as it is being debated; but Confucius Institute – the centre for the learning Mandarin – has been established in some universities in Nigeria. Lately, University of Lagos admitted 25 students to study the language at degree level.

    This move – the study of the language – has been widely criticized by Nigerian languages protagonists especially because of the recent Federal Ministry of Education’s policy which made the three major Nigerian languages – Yoruba, Igbo and Hausa – optional in senior secondary school. As painful as the latter may be, the global economy status of China, and Mandarin as the possible language of the future, remains a food for thought.

    For the Nigerian languages protagonists, let us follow the America example. America is a multi-language society with at least 15 Commonly Taught Languages, and 244 Less Commonly Taught Languages in higher institutions as reported by The Modern Language Association of America. These languages are accommodated in the American society by the American native languages which include: Navajo, Cree, Ojibwa, Cherokee, Dakota, Apache, Blackfoot, Choctaw, etc.

    No doubt, our institutions have accepted Mandarin; nonetheless, I enjoin China and her language community to take a cue from the Occident by investing in the development of the Nigerian languages, and Nigerian language industry. The contributions of the Occident are quite many and enormous, but for reference, a few will do. Roy Clive Abraham, an Australian, was the author of The Grammar of Tiv, The Principles of Idoma, Dictionary of Modern Yoruba (the most comprehensive Yoruba dictionary till date), The Principles of Hausa (which clearly identified Hausa tonal system as three) etc. Wycliffe – a US-based organization – has translated the Bible into majority and minority Nigerian languages. United States Bureau of Educational and Cultural Affairs through its programme – Foreign Language Teaching Assistant (FLTA) – yearly, takes Yoruba and Hausa native speakers who are language arts oriented to US to teach Americans learning the languages for a period of one year. Similar investments and developments are required of the Chinese.

    2012 Report on China’s Language Services Industry and 2012 Report on China’s Cultural Translation and Publishing Development – reports by the Institute of China Translation Development and Translators Association of China – put the value of China’s language service industry at US$ 20 billion in 2011. According to the reports, the number of employees in the industry which stood at 1.19 million in 2011 would hit 2 million by 2015. By 2015, the turnover of companies in the industry is set to exceed 260 billion Yuan. Nigeria needs this kind of vibrant language industry. Language Service Providers (LSPs) who constitute the translation and language industry in Nigeria require the technical know-how on the structure and management of LSPs for effectiveness and profitability. Knowledge transfer and certification in Computer-Aided Translation (CAT) tools like Trados and SDLX, Word Fast, DejaVu etc. are part of the needs of Nigerian LSPs. This kind of intervention will not be effective if it is done through government’s academic institutions, rather, the LSPs should be directly engaged.

    To Nigerian government and its institutions, our partnership with China on the study of Mandarin and the spread of the language is a noble one. Novelty demands that we make this relationship mutual – following the Occident example. The development and investment of China in the Nigerian language sector should not be compromised. It remains a demand!

    It is February 21, a day commemorated worldwide as International Mother Language Day.  On this day, I take a stand not to allow my mother tongue go into extinction. Take a stand as well!

     

    • Olugboyega Adebanjo, Lead Translator at XML Language Services Limited Phone: 08028958497 Email: adebajoolu@gmail.com

  • ‘Adopt mother-tongue in teaching’

    ‘Adopt mother-tongue in teaching’

    The President of Nigeria Academy of Letters, Prof Munzali Jibril, has called on Nigerian linguists to actively campaign for the use of the mother-tongue or its equivalent as a medium of instruction for at least the nine years of basic education.

    He suggested that English should be introduced as a subject from the fourth year of primary school.

    He said this while delivering the 50th Convocation lecture of the University of Lagos (UNILAG), entitled: Nigeria higher education: Agenda for reform at the university’s main auditorium.

    Jibril said if this policy is adopted, it would necessitate the development of many languages including the compilation of dictionaries and grammars and the development of appropriate technical vocabulary and literature and assist to prepare eligible candidates for admission into the university.

    Jibril cited of a study by the Association for the Development of Education in Africa (ADEA) and the UNESCO Institute for Education entitled “Stocktaking Research on Mother-Tongue and Bilingual Education in Sub-Saharan Africa, which confirmed that learning is better in the mother tongue or its equivalent.

    He also spoke of the Ife Six-Year Yoruba medium Primary Education Project conducted by the late Prof Babs Fafunwa which not only showed that children learn better when taught in their mother tongue or a language with which they are familiar at home but established that when taught by specialist teachers, such children also learn the second language better than other children who are either taught in English from the first year of primary schooling or transmit to an English-medium education after the first few years.

    He said linguistic deficiency, occasioned by a the use of non-native language as medium of instruction is at the heart of the problem of academic underachievement in the Nigerian education system as, according to him, pupils and students do not understand what is taught to them in a language that they have not mastered.

    “Indeed the major complaint against the quality and employability of the Nigerian graduate is that they lack communicative, technical and conceptual skills. This is to show that the language problem is partly responsible for low achievement at all levels of education in Nigeria,” he said.

    Other problems Jibril listed as facing higher institutions include: academic corruption, militant unionism, lack of funds to carryout research, brain-drain and lack of qualified teachers and lecturers because people see teaching as a low esteem profession.