Paper short abstract:

This paper attempts to explore the positive role that an appropriate Language of Instruction (LoI) policy can potentially play in combating learning poverty and increasing participation in education at the primary and secondary school levels in Nigeria.

Paper long abstract:

Even though it is stated categorically in the Nigerian National Policy on Education (2004) paragraph 15(4) that, Government will ensure that the medium of instruction in the primary schools is initially the mother tongue or the language of the immediate community, it has been noted that there is a discrepancy in the language of instruction used in the private and public primary schools and in most cases, the medium of instruction in nursery and primary schools in Nigeria is English (Oyeleye and Olateju, 2003). Diverse and substantial body of research attest to the fact that when children are first taught in a language that they speak and understand well, they learn more, are better placed to learn other languages, are more likely to stay in school, and enjoy a school experience appropriate to their culture and local circumstances. In 2022, UNICEF noted that no fewer than 70 per cent of children in Nigerian schools are suffering from learning poverty (a situation where 10-year-olds are unable to read or comprehend a simple text). This paper attempts to explore the positive role that an appropriate Language of Instruction (LoI) policy can potentially play in combating learning poverty and increasing participation in education at the primary and secondary school levels in Nigeria. Preliminary findings indicate that positive LoI policies can promote equity in schools, improve the cost-effectiveness of education, promote inclusiveness, enhance effective cognitive development, reduce learning poverty, strengthen social relationships and boost learners’ confidence.

Keywords: Learning Poverty Language of Instruction Mother Tongue