THE SHIFT IN LANGUAGE PERCEPTION AND EDUCATION IN NIGERIA
For many years in Nigeria, the ability to speak English fluently was regarded as the definitive measure of literacy and educational success. This perception was especially prevalent in primary and secondary schools, where students who could not communicate effectively in English were often unfairly labeled as illiterate or less intelligent. The use of indigenous languages—often referred to dismissively as vernaculars—was actively discouraged within educational settings. Students who spoke their native tongues risked facing social stigma, ridicule from their peers, and even disciplinary actions from teachers. This attitude reflected a broader colonial legacy that elevated English as the language of power, prestige, and upward mobility, while marginalizing Nigeria’s rich tapestry of indigenous languages. However, over the past forty years, there has been a remarkable and encouraging shift in how language is perceived and valued in Nigeria. Increasingly, educators, parents, and policymake...