Indigenous Languages as Medium of Instruction in Nigerian Primary Schools: Significance and Implications

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.