Mother-Tongue Education, Cultural Identity and the Future of Nigerian Education: An Eclectic Philosophical Appraisal

Abstract

Mother-tongue education has remained one of the most significant and controversial issues in Nigeria’s educational system because of its implications for effective learning, cultural identity and national development. The recent reversal of the National Language Policy by the Federal Government, which had encouraged the use of the mother tongue as the medium of instruction in the early years of schooling, has reignited philosophical, educational and policy debates regarding the most appropriate language for teaching and learning. This paper critically examines the educational significance of mother-tongue education and its implications for the future of Nigerian education. Employing the eclectic philosophical approach as its theoretical framework and the critical-analytic method, the study evaluates the philosophical, educational and sociological dimensions of the debate while objectively examining the Federal Government’s justification for prioritising English as the principal language of instruction. The study argues that although English remains indispensable as Nigeria’s official language and a global medium of communication, proficiency in English should not be equated with intelligence, creativity, innovation or critical thinking. Experiences from technologically advanced nations demonstrate that educational excellence and scientific development can be achieved through indigenous languages without compromising global competitiveness. The paper contributes to scholarship by proposing an eclectic philosophical model that harmonises mother-tongue education with English language proficiency. It recommends a culturally responsive bilingual educational policy capable of enhancing learning outcomes, preserving Nigeria’s linguistic heritage and promoting sustainable national development.