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National Policy on Education in Nigeria: Problems and Prospects for Teaching and Learning of Indiginous Languages in Nigerian Secondary Schools
There are approximately 7000 languages in existence (UNESCO, 2003), Nigeria has two broad groups of
languages – indigenous and exogenous languages. Exogenous languages are those that are foreign such as,
English, French, Arabic, while the number of Nigerian languages is put at about five hundred and twenty – one
(521).This number includes 510 living languages, two languages without native speakers and 9 extinct languages
(Crozier & Blench, 1992; Ikegbunam, 2010). Hausa, Igbo and Yoruba are considered the Nigeria’s major
languages due to their having speakers in excess of 18 million each, while the rest are referred to as minority
languages. Again, these languages have been grouped into three main language families, thus Nilo Saharan
family, Asiatic family and Niger Congo family, e.g. Igbo, Fulani, Yoruba Edo,etc.(GreenBerg, 1996).However, most
of the three major Nigerian languages belong to Niger Congo family – Igbo, Yoruba and Hausa, – and were
chosen to be the three major Nigerian languages because they are spoken by over ten million people
each(Crozier and Blench 1992).Among the exogenous languages – English, French and Arabic – English is the
official language. It has been in Nigeria since 1842 that is before the coming of the British missionaries to
Nigeria. It has been discovered that English has increasingly replaced Nigerian languages and is widely used in
business, academics, and everyday life activities especially in the cities. English language also became
institutionalized because it is the language of Nigerian’s colonial masters and was imposed on the people.
This is really a serious challenge and the situation is making Nigerian children to no longer be inheritors
but survivors of social and cultural heritage. This portends a cultural catastrophe for the country which demands
serious concern by all Nigerians (Ohiri – Aniche, 2000; Obe, 1980).
Based on these circumstances surrounding Nigerian languages and their importance, the National Policy
on Education’s statement indicates the development of two pedagogical approaches in the teaching and
learning of any Nigerian languages – L1 and L2. Again, it was recommended that the Junior Secondary School
students should study one of these languages Igbo, Hausa, Yoruba as second Language. However, this does not
appear to be the practice.
For instance, there are inadequate instructional materials to carry out the teaching and learning of Igbo as
second language. The available textbooks are mainly the ones written for teaching Igbo as L1.
The methods of teaching and learning of Igbo L2 stipulated are either not appropriate or adequate. Also
the teaching methods are not activity – oriented. Activities such as role play, songs and games, visits and
excursion of which could lead to a better acquisition of communication competence in Igbo and promotion of
better appreciation of Igbo culture in the Igbo L2 learners are neglected
Therefore, this study intends to look into, highlight and suggest ways of making available the instructional
materials and improving the teaching methods/techniques of Igbo as a second language in junior secondary
school classes in Lagos State as well as other urban cities in Nigeria.
Theoretical Framework
Constructivism theory of Learning will guide this study. The theory is based on the principles that knowledge is
constructed by an active learner; and that knowledge is socially constructed. For the constructivist, knowledge is
not transmitted from an expert or teacher to a passive recipient, the learner. Rather, it results from a cognitive
activity of meaning – construction. The learner is engaged in the construction of mental representations of the
material to which he or she is exposed, and to make sense of it. Knowledge therefore results from the activity
taken by the learner usually in a problem – solving activity, and from reflections on those actions. The main
feature of constructivist theory is that it focuses on the learner; learners take responsibility for learning; they
become architects of their learning process; the environment is learner – centred (Adriaen 2002), the teacher
must mediate between learner’s current and emergent understanding . He or she becomes a guide, a coach, a
facilitator, and emphasis will be higher – order cognitive skills. The need to focus on the communication function
of language as much as its structural grammatical properties can be achieved with properly designed exercises
fostering knowledge construction, critical thinking, problem – solving etc. When it comes to language teaching,
Adriaen(2002) asserts that the use of technology in language teaching and learning still has to deliver on the
pedagogical benefits vaunted by its enthusiasts. And there needs to be a shift to technology to support learner
goals. This supports the teaching of Igbo L2 to support learner goals by using technology like audio visual aids,
language laboratories, radios etc.
And to focus on the communication of Igbo L2, as stipulated in the Nigerian National Policy on Education,
there should be designed exercises fostering knowledge construction, problem – solving and it should be
activity – oriented so as to make it learner – centred. In the classroom environment, the social construction of
meaning should be achieved by collaborative work and social discussion among learners. Hence the Igbo L2
learners need to go for excursions to Igbo land so as to interact with the Igbo native speakers and dialogue with
them because learning does not occur in isolation but rather with community.
3. Significance of Study
This study will help the government to realize her educational goals concerning the teaching of Nigerian
languages as L2 when the students from different ethnic backgrounds start to interact and relate closely as a
result of joy derived from studying together. It will help in attracting the interest of other students who never
wanted to learn Igbo L2 especially when the teachers make use of appropriate teaching aids and teaching
methods.
Publishers and authors will realize the need to produce credible Igbo L2 textbooks to enhance the
teaching and learning of Igbo as a second language
