Use of Mother Tongue As Medium of Instruction in Nigerian Schools Cancelled: English Now the Sole Medium of Instruction
Nigeria’s Minister of Education, Dr. Tunji Alausa, announced on November 12, 2025, the abrogation of the 2022 National Language Policy that made mother tongue or the language of the immediate community the medium of instruction from early childhood to Primary 6. English was now established as the sole medium of instruction throughout all levels, from pre-primary to university levels. This is said to have been approved at the 69th National Council on Education meeting in Akure between November 3 and 7, 2025. Proof of students’ wretched performance in national examinations such as WAEC, NECO, JAMB could be traced back to dependence on indigenous languages in certain areas. Although the proponents say that this would standardize the education and boost their global competitiveness, critics say it strikes a heavy blow to the aspirations of culturally preserving their mother tongues and bids to be effective in early childhood learning as it runs against research evidence supported by UNESCO on mother-tongue-based education. The policy took immediate effect, while preserving indigenous languages via optional subjects or extracurriculars. Public discourse is polarized, calling for evidence-based dialogue in a linguistically diverse country like Nigeria with over 500 languages.
This report analyzes the policy’s background, details, rationale, impacts, reactions, and implications as of November 13, 2025.
Language policy has long been debated in Nigeria’s multilingual education sector. The reversal returns the system to English-centric instruction, prioritizing uniformity and exam performance over cultural linguistics. Announced at the British Council-hosted Language in Education International Conference 2025 in Abuja under the theme “Inclusive Language-in-Education Policy and Practice”, the move has generated debate on equity and inclusion and globalization in a country where disparities in proficiency of English are blamed for high failure rates. There was no implementation timeline provided beyond ‘immediately’, hence stakeholders await guidelines on teacher training and materials.
Historical Background – Mother Tongue As Medium of Instruction in Nigerian Schools
The language-in-education policy in Nigeria hinges on the colonial legacy and post-independence balancing acts between unity and diversity. The 1977 National Policy on Education recommended mother tongue for early primary, transitioning to English. Pre-2022 practices were inconsistent, with English dominating despite provisions. The November 2022 NLP under Minister Adamu Adamu exclusively used mother tongue throughout Early Childhood into Primary 6 to help save more than 500 languages and ensure better foundational learning. In February 2025, the government sought amendments to limit mother tongue to ECCDE and Primary 1 because of inconsistencies in urban areas. The 2025 reversal scraps the medium of instruction completely, blaming 15 years of “destruction” in regions most widely adopting it.
This development of policies reflects the constantly varied tension between preservation and standardization. The following table provides an overview of the major milestones
| Policy Milestone | Key Provision | Outcome/Challenge |
|---|---|---|
| 1977 NPE | Mother tongue initial; English later | Poor implementation |
| 2022 NLP | Mother tongue Primary 1–6 | Mass failures blamed |
| Nov 2025 Reversal | English all levels | Immediate effect; cultural concerns |
Details of the New Policy
The new policy establishes English as the sole medium of instruction from pre-primary to tertiary levels. It completely cancels the 2022 NLP, eliminating mother tongue for core instruction. Indigenous languages will be preserved by being taught as subjects, with the government pledging support for their use outside classrooms. This policy was approved at the 69th National Council on Education meeting in Akure. According to the Minister, “The national policy on language has been cancelled. English now stands as the medium of instruction across all levels of education.” The British Council has pledged support for teacher development and proficiency programs.
Rationale for Reversal
Dr. Alausa, while explaining the reversals, made a case based on evidence rather than emotion. In states that have overused their mother tongue, poor performances in WAEC, NECO, and JAMB have been recorded; students there appear to struggle to understand English. Higher failure rates are noted in certain geo-political zones. The aim of the policy was uniformity for global access, since English unifies multilingual Nigeria for access to technology and opportunities. The failure in the implementation of the policy in 2022, including linguistic diversity, teacher shortages, and inadequate materials, further damaged the success of that policy. National reviews, he said, had recorded “total damage” to foundational learning, hence the decision was data-driven.
Stakeholder Impacts
The policy will bring a number of positive effects: it will consolidate the assessment, reduce the regional gap, and will better position students for international employment and English-based examinations; there is also a possibility to increase resources from the British Council for English training.
However, negative impacts weigh. For early learners, the policy contradicts research showing stronger cognition via mother tongue, as is endorsed by UNESCO. Cultural erosion may be fostered, accelerating the extinction of minority languages – 29 are already lost. It furthers inequality for students in rural and disadvantaged settings since urban elites already have mastery of English. Teachers would have to be retrained and overworked in a multilingual classroom.
The different impacts on stakeholders are highlighted below.
| Stakeholder | Benefits | Risks |
|---|---|---|
| Students | Exam readiness; global exposure | Conceptual barriers in early years |
| Teachers | Simplified medium | Loss of cultural tools |
| Parents | Uniform system | Cultural disconnect |
| Government | Cost savings on materials | Backlash on inclusion |
Public and Expert Reactions
Reactions are mixed; media coverage has been uniform on the announcement, whereas editorials are divided. For some, it is a practical, evidence-based reform to maintain competitiveness. For others, it is “cultural genocide” that turns a blind eye to global examples of multilingual success, including that in India. Experts warn it runs completely against cognitive science. On social media, outrage blowing up over perceived elitism shares space with some humor about how education has been “destroyed.” The British Council has supported this policy through partnerships. There have not been any significant protests so far, though there are calls to see more data transparency.
Regulatory and Legal Aspects
The policy is in line with the flexibility of the National Policy on Education. There are no threats of litigation from CBN or FME. Prospects of challenges can be said to exist under cultural rights provisions of the 1999 Constitution. Universal Basic Education Commission is responsible for enforcement.
Broader Implications
It tends to reduce failure rates in the education system, but again, may create long-term literacy gaps; it hastens language death in the case of cultural heritage, contradicting UNESCO’s initiative on Mother Language Day. Economically, it helps foreign direct investment and technology sectors, while excluding those parts of the workforce who are not proficient in the language. It has thus been seen as a policy favoring urban and southern elites, entailing a probable risk of regional conflict.
The policy shift promotes pragmatic uniformity in the middle of Nigeria’s exam crises but risks entrenching deeper cultural and educational divides. Yet the data supports performance links, and global evidence favors bilingual approaches. Success comes down to teacher support and monitoring.
Recommendations
The government should publish supporting data, pilot bilingual models, and fund English proficiency programs. Schools need to have integrated mother tongue supplements and teacher training. Parents and communities are encouraged to promote home languages. NGOs like the British Council should also expand inclusive pedagogies on a large scale. Longitudinal studies on impacts are additionally recommended. Information based on sources up to 13 November 2025. Check official sources for updates.
