Issues of Language Diversity andLanguages in Education in Africa: Illustrations from Nigeria.

Abstract

Like many young nations that gained independence from various colonial powers in the 1960s and 70s, Nigeria has since been grappling with issues related to the spirit, content and orientations of its language and language education policies. Like many of such countries, which have to manage dense multiethnicity and multilingualism, Nigeria harbours more than 200 ethnic groups and more than 500 languages (and dialects) within its borders.

In terms of language policy, English has always enjoyed the status of official language, while the languages of the three (demographically) major ethnic groups - Hausa, Yoruba and Igbo - are recognized as “national languages” (see Bamgbose, 1992; Mann, 1990; Oladejo, 1993 for critiques of this policy). More recently, this policy was modified with the (unrealistic) introduction in 1999 of French as Nigeria’s second official language by the defunct Abacha military dictatorship.

With regard to language education policy, the precept has always been that the mother tongue or language of wider communication in a local community should serve as the language of instruction for the first three years of primary education (with English being taught as a subject), and the roles reversed for the next three years at this level,i.e., English becoming the language of instruction (with the mother tongue or local language of wider communication being taught as a subject) (see Bamgbose [ed.], 1976; Mann, 1996 for a treatment of this topic).

This paper takes another critical look at this state of affairs, using interviews of relevant government functionaries, a questionnaire survey of primary school language teachers, available government agency data, and participant observation, to assess how far this language education policy has been practically implemented. The paper also looks at the whole question of what priority is accorded language education matters in thisdeveloping country. It is expected that its findings will be relatable to the situation in several countries, which share commonalities of underdevelopment coupled with unresolved, ethnic tensions and dense multilingualism.

Profile

Dr. Charles C. MANN obtained his BA (Hons.) degree in French at the University of Ife (Nigeria), and his Maîtrise (MA) and Diplôme d’Etudes Approfondies (M.Phil.) in Linguistics at the Université de Strasbourg II (France). He earned his Ph.D at the University of Edinburgh (UK).

He has lectured on French and Linguistics at the University of Ilorin (Nigeria), the University of Bradford (UK). At present, he is Senior Lecturer in the Applied Linguistics Research Group (Dept. of Linguistic, Cultural & Linguistic Studies), University of Surrey (UK) on the MA in Linguistics (TESOL) and MSc. in ELT Management programmes.

His current principal research interests are in the phenomenon of languages in contact (processes and products), language attitudes, language policy/planning, and language in education; he has several publications on Anglo-Nigerian Pidgin.

He has also conducted research into, and published on, language attitudes, language identity, language policy/planning in Nigeria, Macau and Singapore, quality assurance in distance education, and attitudes to distance education in the Philippines.

Some selected publications:

Mann, C.C. (2000b) “Reviewing ethnolinguistic vitality: The case of Anglo-Nigerian Pidgin”. Journal of Sociolinguistics, 4/3, 458-74.

Mann, C.C. (2000a) “Language attitudes, instrumentality and identity: Survey findings from urban southern Nigeria”. In Bautista, L. B., Llamson, T. & Sibayan, B.P. (eds.), Festschrift in Honor of Andrew Gonzalez, 288-99. Manila: Linguistic Society of the Philippines.

Mann, C.C. (1998a) "Language, mass communication and national development: The role, perceptions and potential of Anglo-Nigerian Pidgin in the Nigerian mass media". In Language in Development: Access, Empowerment, Opportunity, 136-44. Kuala Lumpur: INTAN/British Council. Also on ERIC (Resources in Education: ED 412 740).

Mann, C. C. (1996) "The place of Anglo-Nigerian Pidgin in Nigerian Education: A survey of Policy, Practice and Attitudes". In Hickey, T. & Williams, J. (eds.) Language, Education and Society in a Changing World. Clevedon, Avon: IRAAL/Multilingual Matters.

Mann, C. C. (1993b) "The sociolinguistic status of Anglo-Nigerian Pidgin: An overview”. International Journal of the Sociology of Language, 100/101,167-178. Berlin/New York: Mouton de Gruyter.

Mann, C. C. (1993a) "Polysemic functionality of prepositions in pidgins and creoles: The case of 'fo' in Anglo-Nigerian Pidgin". In Byrne, F. & Holm, J. (eds.), Atlantic Meets Pacific: A Global View of Pidginization and Creolization, 57-67. Amsterdam/Philadelphia: John Benjamins.

Mann, C. C. (1990) "Choosing an indigenous official language for Nigeria: Perspectives and Procedures". In Meara, P. & Ryan, A. (eds.), Language andNation, 6, 91-103. Cardiff: BAAL/CILT.

Contact: 

Postal address: Dr. Charles Mann Applied Linguistics Research Group, Dept. of Linguistic, Cultural and Translation Studies, School of Arts, Austin Pearce Building, University of Surrey, Guildford GU2 7XH, UK

Tel: (44) (1483) 682826 
Fax:(44) (1483) 879507
E-mail: charles.mann@surrey.ac.uk