Abia State Governor, Alex Otti, has argued that Nigeria can learn from China and India, where children are taught in indigenous languages without compromising their educational and developmental progress. He made this statement at the 24th Annual Lecture/Symposium of the Fafunwa Educational Foundation and the 19th Annual Post-Doctoral Awards in Education held in Lagos. Otti's comments come amid a recent policy reversal by the Federal Government, which announced that English would now be the language of instruction in Nigerian schools from primary through tertiary levels.
Governor Otti premised his argument on research that has shown that children learn better when taught in indigenous languages. He cited China, India, and South Korea as examples of countries where early education is driven by indigenous languages, without any disadvantages to the children. Otti urged policymakers to address the challenges associated with using local languages rather than rejecting the approach. He acknowledged that concerns about the approach are real but said Nigeria can learn from countries where early education is driven by indigenous languages.
The Federal Government's policy reversal was announced by the Minister of Education, Dr. Tunji Alausa, in November 2025. Alausa cited challenges posed by Nigeria's regional linguistic disparities and the dissonance between exams conducted in English and children taught through their mother tongue. However, Otti believes that the fears surrounding the use of indigenous languages to pass classroom instructions to children at the early stages of education are exaggerated.
Keynote speaker, Prof Francis Egbokhare of the University of Ibadan, shared Otti's views, saying Nigeria's challenge in implementing indigenous language instruction is not the concept itself but inadequate preparation, including teacher training, learning materials, and proper assessment. Egbokhare argued that research has established the benefits of teaching children through indigenous languages in the early years and that the focus should now be on addressing the practical challenges of implementation.
Egbokhare identified several challenges, including the availability of textbooks and other learning materials for subjects such as mathematics, science, and technology in indigenous languages. He also stressed the importance of teacher training, warning that the mere use of indigenous languages without preparing teachers pedagogically could undermine the policy. The don cautioned against using isolated evidence to conclude that mother-tongue instruction produced poor academic outcomes.
According to Egbokhare, promoting indigenous languages does not mean abandoning English, which is necessary, but children should first develop strong cognitive foundations before being introduced to English at the appropriate stage. He argued that introducing children to a language different from that spoken at home could create confusion and affect learning, particularly among children in rural communities.
Egbokhare also called for better data on Nigeria's linguistic composition to guide policy and urged the use of digital technology and artificial intelligence to address some of the logistical challenges associated with developing indigenous-language teaching materials. He emphasized that preserving indigenous languages is not merely a cultural issue but one linked to education, identity, and national development.
Key points
- Governor Alex Otti advocates for mother-tongue teaching, citing China and India as examples of countries where children are taught in indigenous languages without compromising their educational progress.
