USE OF MOTHER-TONGUE AS A MEDIUM OF INSTRUCTION: A BOOST OR HINDRANCE TO THE EDUCATION OF THE AFRICAN CHILD?

Abstract

This paper explored some issues involved in the use of mother-tongue as a medium of instruction to boost the education of an African child. It provided conceptual and theoretical frameworks which showed that language choices are never made in a vacuum; rather they are influenced by a plethora of factors, including the purely educational and linguistic, which are often overwhelmed by political, social and economic expediencies. It also made reference to some relevant literature on the issues raised. The paper then examined the arguments for and against mother-tongue as a medium of instruction, especially at the early stages of education. The conclusion arrived at by the paper is that the use of mother-tongue as a medium of instruction is desirable and is a boost to the education of the African child. Based on the conclusion, it was recommended, among others, that Government should sponsor in-service training for pre-primary and primary school teachers on use of mother-tongue as a language of instruction; ensure that language policy is implemented in order to preserve the African culture; provide funds for the development and acquisition of culturally-relevant materials to promote culturally relevant teaching. Also, the Ministry of Education should ensure that schools comply with language of instruction policy (which states, in respect of Nigeria, that mother-tongue should be the medium of instruction in pre- primary and lower primary schools); organize workshops for writing and publication of culturally-relevant materials in all local languages; ensure that culturally-relevant learning materials are produced to promote culturally-relevant teaching-learning; and ensure that education policies are fully implemented.