Being a paper presented at the international conference of the Faculty of Arts and Islamic Studies, on The Role of the Arts on Development held at Musa Abdullahi Auditorium, Bayero University, Kano, from 9th to 12th Octorber 2016
The National Question: Language Policy and the Quest for a Common Language in Nigeria
By
Muhammad Badamasi TSAURE
Department of Educational Foundations
Usmanu Danfodiyo University, Sokoto
GSM 08067470407
Email: 76muhammadtsaure@gmail.Com
And
Abu-Ubaida SANI
Department of Educational Foundations
Usmanu Danfodiyo University, Sokoto
Phone No. 08133529736
Email Adress: abuubaidasani5@gmail.com
Abstract: Policies
related to language in Nigeria, which are otherwise known as language policies
were introduced from the outset by the colonial government. These policies favored
English Language thereby leveling The Indigenous languages as substrate. After
independence, Nigeria still maintains these policies as they were being
designed by the colonial masters posing a minute doubt whether or not Nigeria
is still under British colonialism's. Some concerned citizens however laid down
significant series of criticisms about the ineffectiveness of Nigeria's
language policies as to call for the revisit and revision of all the
language-related policies so that, perhaps, one or more indigenous language(s)
will emerge as the National language (s). This write-up therefore, casts a look
at the National language policy and the quest for a common language. It
concludes with a clarion call for all and sundry to consider that National
language question is not exclusive reserve for linguists but a collective task
upon everybody.
Key
words: Language, Policy, Language Policy, National Language,
Common Language
Introduction
Nigeria
is described as multi-dimensional, multi ethnic as well as multi religious
nation-state (Ashafa, 2016). These disparities are what make it quite different
from other African nations. Recently, researches show that no country on earth
has such differences as Nigeria; thus, in culture, religion, language, geography,
etc (Nwobia, 2015). Scholars for example, put the number of languages spoken in
Nigeria from 250, 400, 450, 500, to 515 (minus 3 dead languages). These languages
are not mutually intelligible for in some part of South-South in every
kilometer there is another language (Ethnologue, 2009, Alobo, 2009, Grimes,
2010, NOUN, 2013). Therefore, the need to have a common language with which the
over 180 000 000 Nigerians communicate
without one language feel dominated, the need to have a national language that
brings about unity among the Nigerians, the need to have a language that set us
aside from other countries all arose. Hence, the silent approval and tacit
adoption of English as the national or official language by the federal government
has made the need a national question
(Banjo, 1991). The question remains that, is it the Nigeria's hetero-languages
that brought about the silent adoption of English as the official language or
because of colonialism as in the case of several commonwealth countries known
as Anglophones (those who use English as official language)? However, no matter
the gravity of the arguments, the point is that, Constitution of the Federal
Government of Nigeria (1999) deliberately declares English as the language of
the National Assembly:
The business of the National Assembly, shall
be conducted in English and in Hausa, Ibo and Yoruba when adequate
arrangements have been made thereof (Emphasis mine). Federal Republic of
Nigeria (1979, 1999)
However, the section 91 of the
same document reads as follows:
The business of a House of Assembly shall be
conducted in English, but the House may in addition to English conduct
the business of the House in one or more other languages spoken in the state as
the House may by resolution approve (emphasis mine). Federal Republic of
Nigeria (1979, 1999)
A
critical look at these policy statements tacit or otherwise emphases have been
given to English language over the indigenous languages. Perhaps, for the
former gives condition with regard to the use of the indigenous languages only
on the basis when proper arrangements have been made thereof to their use (Argungu,
2016).
Conceptualization of Terms
Language Policy:
Language is the primary and most highly elaborated form of human symbolic activity made up of symbols
made by sounds produced by the vocal
apparatus (Hill in Alo, 1995). Language policies of any country are always part
of the language planning to develop and adopt a language or group of languages
for use in a country (Oyetade, 2010). Language policy is a systematic
attempt to resolve the communication problems of a community by studying the
various dialects it uses and developing a viable policy concerning the
collection and the use of different languages (Crystal in Danladi, 2013). Spolsky,
in Danladi (2013) holds that, the language policy of a speech community might
reveal in its practices, its beliefs, or in straightforward language management.
National
Language: A national language refers to language which has the authority of the government
conferred on it as the language of a number
of ethnic groups in a given geo-socio-political area (Akindele & Adegbite
1999). It is a language (or language variant, e.g. dialect) that has some connection with a
people and the territory they occupy (Sclient, ND).
National Language Policy
There
have been debates over the years with regard to language policy. Scholar and
researchers such as; Adekunle (1972), Bamgbose (1992), Akinnaso (1992), Banjo
(1995), Oyetade (2003) Aito (2005),
Bamgbose (2005) and Morakinyo
(2015), among other, have theorized and
debated through different lenses under language policy. Yet,
they have taken different contentious
and contestable positions on this polemics. Moreover, as a
country with rich linguistic resources, policies related to language(s) should be
part and parcel of all we do. Nevertheless, Nigeria possesses no distinct
language policy. This may be connected with what Banjo, (1996) asserted that language
and all what constitutes it is never concern of a Nigeria's Government. Also, this
marked the reason (why) all we refer to as language policies are merged in the
broad educational policies as well as the provisions under constitution (NTI, 2000;
Argungu, 2016).
However, these
policies as contained in the constitution and broad educational policies, favor
the use of English both at schools and National Assembly, thus taking the
indigenous languages as substrates. More so, these policies traced back to the
pre-independence Nigeria during which the Missionaries aimed solely to produce
people that could read Bible so as to acquire more and more converts,
strengthened the emphasis given to English language (Fafunwa, 1974). That is
why Nigerian language policy is a foreign child that has been adapted, adopted
and retained by the citizens.
No
doubt, all the language policies favored English so that even after independence,
English may continue colonizing the
indigenous languages after being colonized by the native speakers (the white
men). One question normally people ask is; why should Nigeria continuo with
policy favoring foreign language? The language of the people who have taken our
resources, calling us names, abuse our
cultures, religions, women and most importantly taken our
indigenous languages to the backdrop?
Language
policies fall under three camps namely:
1. Official language
policy
2. Educational language
policy
3.
General language policy (Noss, in Danladi, 2013)
The
official language policy stressed emphasis on the use of English to run the
business of the National Assembly while the three
major indigenous languages to be used
"only and only" when proper
arrangements have been made thereof to their used. The 1922 constitution
and the 1945 Richard constitution recommended the use of English as official
language in the West and East while Hausa would be used in the North (NTI, 2000).
Also,
the 19th national policy on education stated that, students at junior secondary
schools shall study English and two Nigerian languages while the senior
secondary school's students shall study English and one Nigerian language. In section 1 paragraph 8 of the National
Policy on Education, it is stated that:
In addition to
appreciating the importance of language in the educational process, and as a means of preserving the people's
culture, the Government considers it to be the interest of
national unity that each child should be
encouraged to learn one of the major languages other than his own mother tongue.
In this connection, the Government considers the three major languages in
Nigeria to be Hausa, Igbo and Yoruba.
Considering
the aforementioned policies, it is pertinent to note that the emphasis largely
rest upon English language (Adejimola, 2010).
The Quest
for a Common Language
Nigeria
is among the lucky and unlucky countries that uses English as a second language.
African and some Asian countries such as Tanzania, Uganda, Kenya, India, Singapore,
Zambia, Ghana uses English as the second language (Adedimeji, 2007). Foreign
language, by whatever name is a language of domination and imperialism.
Therefore, no matter what, it cannot adequately capture the ideas, concepts and
richness of the African countries (Ngugi,
2005; Obiwali, 2006; Alobo, 2013). More so, any country that depends on foreign
language is in trouble and no secret or security for that nation or country
that transact daily business with another country’s language (Obe, 2006). Owing
to these topical and controversial problems, linguists and some concerned
Nigerians resort to pose the following:
- Should English continue to be the official
language of Nigeria?
- If not, which indigenous Nigerian language should
replace it?
- Is it necessary to have only one official
language?
- If not, how many and which ones? (Banjo, 1996).
Later
on, linguists agreed that Nigeria should no longer continue with a foreign
language as a national language. Thus, sooner or later, no matter how long however,
Nigeria will have to adopt and adapt one or more of multifarious Nigerian languages
as national language(s). Heretofore, several criteria were set forth by several
people (most importantly the scholars concerned), regarding the choice of
national language. Banjo (1999) for example said that there are certain
objective criteria for consideration for any language to be chosen as national
language, which are as follows:
1.
For
any language to emerge as a national language of Nigeria, the number of the
population already speaking the proposed language should be considered. That
presumably determines the amount of effort to be expended on the adoption of
the language.
2.
The
current rate of the expansion of the language should be considered. That would
provide an indication of the need that is already felt for the particular
language nationally.
3.
The
current state of development of the language, this is for any language to take
over from English must ideally have developed to the same extent as English,
all the registers of the language-necessary for the conduct of national
business.
4.
The
current image of the language, that is, it should be a language which everyone
is happy to learn study or acquire.
Perhaps,
the criteria above are partly right and partly wrong. According to this
research any indigenous language is a right candidate in as much as Nigerians
so decide. However for any language in Nigeria to fulfill all the above listed
criteria is something close to impossibility, except Hausa language. Hausa meets
up all the criteria only that none of the linguistic group would like to give
up its own language in favor of Hausa (or any other linguistic group) in the
interest of the country (Banjo, 1996). Every linguistic group wants its own
language to be chosen as the national language and if that is not done, then no
other language must be chosen except a foreign one (Olagoake, 1979).
Since
however, choosing one of the three major indigenous languages such as Hausa, Yoruba
or Igbo is not helping matters, several proposals were given starting from 1977
during the second International Festival of Arts and Culture (FESTAC) held in
Nigeria (Jowitt, 1995). During the festival, Soyinka suggested that Nigeria adopt
Swahili as its national language since according to him, Swahili is an African
language and/also already a national language of three African States namely; Kenya,
Tanzania and Uganda. Although some few scholars supported him, the move was
rejected by preponderance number of people owing to fact that Swahili is not a
Nigerian language and for any language to emerge as a national language it
should have a Nigerian origin (Elugbe & Omamor 1991).
Another
view was based on the choice of the artificial
language. The proponents of this take asserted that since the struggles by
ethnic nationality for the recognition of their languages have already appeared
to be a war-like struggle, neutral language should be formed (Ogbonna, 2013). The
example of these artificial languages include; WAZOBIA, which is a coinage from
the major indigenous languages; wa 'come' in Yoruba, zo in Hausa and bia in Igbo language respectively. Another Artificial language was Guosa, fashioned out by Guosa Igbineweka
who declared that Guosa comprises 22 minor and major Nigerian languages. He presented
some copies to the national assembly for proceedings. Many linguists like
Bamgbose (2005) and Elugbe, (1990) among others rejected these artificial
languages. They pointed out that Guosa was a creation of a single person's
imagination imposed upon the entire Nigerians. However, they considered it unwise
for a country to have a national language, which has no native speakers within
the country in question.
There
also linguists that suggested the endoglosic
option, that is, one of the minor
languages should be "adopted so that the speakers of all the three major
languages would be at equal disadvantage" (Banjo, 1996: 30). For that,
Joseph, (1989) and Sofunke (1990) chose Afrike
and Igala respectively. According to
Joseph 'Afrike' is a language of those living at the Cross-River state and it
has about 3, 500 speakers (Ojo, in). Sofunke (1990) on the other hand,
suggested that Igala is minor language, yet the language has rich vocabulary as
well as grammar. In addition, the language serves as panacea to Islamic North and
Christian South misunderstanding. All in all, these two minority languages were
discarded by the majority scholars. Notwithstanding, the vast majority of
people including some Yoruba and Igbo agreed that Hausa can serve all the required
services of a national language. It has vast volumes of speakers as well as
preponderance non-native speakers more than any other languages in Nigeria (Jowitt,
1995). The proponents of Hausa also made mention of higher number of Hausa
social media such as Hausa based magazines, newspapers as well as radio
stations like BBC Hausa and VOA Hausa etc.
Scholars
and many well-meaning Nigerians up to this time when this research is conducted
ad libitum giving proposals which language should emerge as Nigeria's national
language. This research is of the view that, since the choice of one national
language is (not) tenable and as Banjo (1996: 30) posits: "choosing one of
them (Hausa, Yoruba and Igbo) cannot be
expected to be an easy matter.” The assumption is that the winner (i. e the one
chosen) would come to occupy an excessive advantageous position in the national
scheme of things. They would be first-class citizens (ibid). Nigeria should therefore,
according to such scholars, adopt more than one national language; for instance,
Hausa, Yoruba and Igbo should serve as national languages, since some
minorities languages fall under either of the three major languages. More so,
many countries adopted more than one language as their national languages.
The Table 1: below shows some African states and their
national languages:
|
Country |
No.
of Languages |
National
Language(s) |
|
Angola |
1
|
1, Setswana (spoken by 90% of the population) |
|
Botswana |
25
|
1, Setswana (spoken by
90% of the population) |
|
Kenya |
18
|
1, Kiswahili (spoken by
65% of the population) |
|
Malawi |
12 (above) |
1, Chichewa (spoken by
80% of the population) |
|
South Africa |
25-80 |
11, official languages
with no designated national languages |
|
Tanzania |
135-150
|
1, Kiswahili |
|
Zambia |
80 |
4, major indigenous
languages |
|
Zimbabwe |
8 (plus) |
2, chishona and
Isindebele |
Adopted from Viv, & Kembo-Sure, (2000: 46)
The
Table shows that, some sister African countries adopted more than one national
language. Thus, Nigeria should follow suit as that may serve as the only
panacea for 'occasional' calls for a referendum to decide the choice as in the
case of India (Banjo, 1996)
Table 2: shows some developed countries of the world
that use indigenous languages as their national languages:
|
Country |
National language (s) |
|
England |
English |
|
France |
French |
|
USA |
English |
|
Germany |
German |
|
Portugal |
Portuguese |
|
Denmark |
Danish |
|
China |
Chinese |
|
Sweden |
Swedish |
|
Thailand |
Thai |
|
Netherland |
Dutch |
|
Cambodia |
Khmer |
|
Malaysia |
Malaysian |
|
Norway |
Norwegian, Nynorsh,
Bokmal |
|
Spain |
Spanish |
|
Russian |
Russia |
|
Belgium |
Dutch, French, German |
Adopted from: Owolabi
(2013:5-32)
Why Nigeria Needs a National Language
It
is difficult, if not impossible, for a country to develop while it uses foreign
language as a national language. The educational sector almost defines and
determines the developmental status of a country. This is, no country could
develop beyond its quality of education. However, English as the language of
instruction has been encumbering the smooth flow of educational activities in
the country. In schools, the language of instruction has always been a problem
for the achievement of objectives. In fact, statistics shows that students keep
on failing English as a course. This obviously shows its inappropriateness as
language of instruction in schools. Below is a table showing the performance of
students in English ranging from 1995 to 2000 during SSCE examinations:
|
Year
|
No.
of candidate |
Credit
& above |
Ordinary
pass Fail Absent |
Ordinary
pass Fail Absent |
Ordinary
pass Fail Absent |
|
1995 |
464.270 |
12.4 |
27.7 |
59.9 |
0.6 |
|
1996 |
576.196 |
11.33 |
24.03 |
64.62 |
0.6 |
|
1997 |
618.139 |
6.54 |
26.77 |
66.67 |
0.7 |
|
1998 |
636.777 |
8.5 |
21.5 |
65.53 |
0.6 |
|
1999 |
752.233 |
9.7 |
22.6 |
64.91 |
0.5 |
|
2000 |
784.129 |
9.8 |
21.4 |
65.9 |
0.6 |
Adopted
from: Osisanwo (2006: 5)
The
table above shows that, there is generally poor performance in English language.
This however proves it inappropriate to be the language of instruction in
schools. However, worth of indigenous language as a common language could be
seen under the following:
i.
Social and Political: When the native
language is not maintained,
important links to family and other community members might be lost. By
encouraging native language use, parents can prepare the child to interact with
the native language community. More so, language is not always serving just
referential functions. There are times when language is used as a code to hide
something from the public eyes. Such languages are often special languages
meant for only a few persons who have access to the meaning of the code. It is
the abnatural function of language. However, for a country to use foreign
language as official languages, it is indirectly denying itself such advantage
of language use (IDRA, 2000; Oyetade,
2010).
ii. Intellectual: Students need uninterrupted intellectual
development. When students who are not yet fluent in English switch to using
only English, they are functioning at an intellectual level below their age.
Interrupting intellectual development in this manner is likely to result in
academic failure. However, when parents and children speak the language they know
best with one another, they are both working at their actual level of
intellectual maturity (IDRA, 2000).
iii. Educational: Teaching and learning using native
language yield higher academic achievement. This is due to the difficulty in
administering teaching and learning activities using a foreign language as
medium of instruction.
iv. Economic: Nigeria
has not yet attained the statues of a fully developed nation. Rather, it is at
the verge of doing so. There is, however, the need to foster the paddle of our
national development in a more rational and scientific manner through a better
understanding of our critical thinking process through the avenue of effective
language as medium of instruction, the language of construction and
implementation of our national development efforts (Oyetade, 2010).
v. Personal: The child's first language is critical to his or her
identity. Maintaining this language helps the child value his or her culture
and heritage, which contributes to a positive self-concept (IDRA, 2000). Olagoke
in Oyetade, (2010) affirmed that
there are many Nigerians who feel
strongly that the country needs a lingua franca other than English, not only to
foster national unity but also to facilitate self-discovery and pride.
Summary and Conclusion
The use of indigenous language(s) as
national language(s) of any country remains sine qua non to its development. However,
language policies of whatever kinds should be democratic, accommodative and
diversified enough. More so, the feeling of pride for foreign language would
not lead us to a promised land. We earn no respect from the eyes of the
international world. However, none of the developed countries of the world uses
foreign language(s) as national language(s). This is to say, the level of
development of any nation has born on earnest use of indigenous languages(s) as
national language(s). this is because, the ability to plan sustainable
development, promote effective citizen empowerment, combat marginalization
through active participation in social and public life and encouragement of
dialogues between people is in large measure dependent on language.
Following
the above, Nigerians will never cease writing and stressing the needs to have a
national as far as we are concerned until the final and or terminal resolution
is reached. However, no one derives the role English language plays in the
international world today. The use of it as a national language while taking
the major indigenous languages as substrates is what well-meaning Nigerians
detested. This paper therefore, urges the policy makers and language planners
to have a revisit of the official language policy in Nigeria. However, and come
up with sustainable policy that would upgrade our indigenous languages to
emerge as our national language(s) like other African countries such as
South-Africa (who uses 11 official languages) Zambia (with 4 national languages)
and Zimbabwe (with 2 national languages) as well as other foreign countries
such as Canada and Switzerland.
As
a point of departure, before final dismissing of English as a Nigeria’s national
language, there must be perio campaigns for the development of the three major
languages in various domains of national life such as education, hospitals,
market places, National Assembly and State House of Assembly. However, what
should not be forgotten is, it would cost a lot and time would be taken in
training disproportionate Nigerians the three major languages and translating
our documents.
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