A significant policy reversal has occurred concerning the National Language Policy initiated in 2022. The previous directive, which mandated that the language of instruction for students from early childhood through Primary Six be the mother tongue or community language, has been officially revoked. This shift has generated considerable discourse among educators, parents, and various stakeholders within the Nigerian education system.

During a formal press conference convened in Abuja, the Minister of Education, Dr. Tunji Alausa, articulated the government’s new stance, declaring that English will henceforth serve as the primary medium of instruction across all educational levels, extending from primary through tertiary education. This announcement was made at the commencement of the Language in Education International Conference 2025, an initiative of the British Council, further emphasizing the government's commitment to international educational standards.

Dr. Alausa defended the policy change by attributing the unsatisfactory performance of Nigerian students in public examinations to the limitations of the former policy, which he characterized as not aligned with empirical data. He referred to comprehensive research conducted by the Ministry, indicating that the previous focus on mother tongue instruction had adverse implications for educational advancement. This data suggests that numerous pupils progressed through the educational system lacking fundamental skills critical for academic success.

“The National Policy on Language has been officially rescinded. English will be adopted as the primary medium of instruction in our educational institutions, spanning from primary education through to tertiary levels. Language plays a pivotal role in education, and this amendment seeks to fortify language instruction across various subjects,” stated Dr. Alausa, underscoring the government's dedication to educational reform.

The Minister also addressed the complexities introduced by Nigeria’s vast linguistic diversity. He noted that while the previous policy permitted the use of indigenous languages during the early phases of education, implementation varied markedly across the nation's geopolitical zones. “There has been substantial inconsistency in the application of this policy across different regions, leading to significant oversight challenges,” he articulated.

Dr. Alausa asserted the necessity of a cohesive strategy for language instruction, stating, “Our evaluations reveal a concerning trend of excessive reliance on mother tongue instruction from Primary One through Primary Six, and even into Junior Secondary School. This approach has severely undermined the integrity of Nigeria’s educational framework, with students advancing to higher education levels without requisite knowledge or skills.”

Highlighting regional disparities, he pointed out the inconsistencies in language instruction and examination administration. For instance, while students in Borno State primarily speak Hausa, many are educated in Kanuri. In contrast, areas in Lagos, such as Ajegunle, demonstrate a complex demographic where 90% of teachers originate from the southwest, despite a predominantly southeastern student population. These variances necessitate a unified strategy to standardize language instruction across the nation.

In earlier discussions at the conference, Donna McGowan, Country Director of the British Council in Nigeria, emphasized the conference's role in equipping stakeholders with tools to enhance English language proficiency and explore diverse testing methodologies. Her remarks highlighted the gathering's objective: to unite policymakers, educators, researchers, and partners from Africa, South Asia, and the UK in discussions aimed at leveraging language for inclusivity and improved educational outcomes.

Initially, the 2022 National Language Policy aimed to celebrate indigenous languages and safeguard Nigeria’s rich cultural tapestry, encompassing over 600 languages, of which 29 are deemed extinct. However, this policy encountered a multitude of challenges, including the lack of adequate teaching resources, insufficient teacher training, and the inherent complexities of Nigeria's linguistic diversity.

As the educational community navigates this recent policy directive, the ramifications for students, teachers, and the overarching educational framework warrant careful examination. The transition to an English-centric instructional approach raises pertinent concerns regarding the preservation of local languages and the cultural identity reflective of Nigeria's diverse populace.

In light of this pivotal policy shift, educators and guardians are compelled to reflect on the future trajectory of language instruction in Nigeria, as well as its ramifications for the forthcoming generation of learners. The government remains resolute in its position to prioritize educational efficacy and the establishment of a standardized language framework that aligns with global educational practices.