Opinion
Nigerian English As Nation-Building Tool
In the ongoing search for viable tools of national development, Nigeria has often overlooked one of its most potent, indigenous resources: Nigerian English (NE). At the intersection of our multilingual heritage and postcolonial reality lies a unique variety of English shaped by the tongues, textures, and tensions of our society. Far from being bad English or a mere deviation from British and or American standards, Nigerian English already recognised by Oxford English Dictionary is a legitimate, living linguistic identity colourfully crafted by our culture, history, and communicative needs. It is a vibrant testament to our collective identity, far more than just a dialect. It is a language woven into the fabric of our daily lives, reflecting our unique history, diverse culture, life style and shared experiences. From the rhythmic cadence of our spoken word to the expressive idioms and proverbs that salt and spice our daily conversations. Indeed, Nigerian English embodies our distinct ways of seeing and interacting with the world at large. It is the language of our markets, our music, our literature and our homes, a powerful and unifying force that proudly declares who we are as Nigerians.
As both a scholar of World Englishes and a keen observer of Nigeria’s socio-political landscape, I contend that Nigerian English properly recognised, adopted , adapted, standardised, and strategically deployed holds immense promise for solving the nation’s challenges in education, economic growth, national unity, and all round inclusive development.
It is time to legitimise Nigerian English, not merely as a medium of instruction but as a strategic tool for reimagining our collective progress.
Education: Bridging Access and Relevance.
Nigeria’s educational system continues to suffer from a fundamental disconnect between curriculum content and learners’ every day experiences. Much of this disconnect stems from the rigid, often artificial imposition of ‘standard’ British English norms in classrooms that are otherwise deeply Nigerian in cultural and linguistic texture. The result? Students are forced to think, read, and write in a language that is alien to their sociocultural context. Many perform poorly not due to a lack of intelligence or potential, but because their cognitive environments are estranged from the medium of instruction. Nigerian English, with its lexical innovations (e.g., “go-slow,” “flash,” “gist”), semantic shifts, and pragmatic norms, offers a more intuitive, accessible bridge to learning example in foundational literacy, civic education, and community-based pedagogy. A deliberate incorporation of Nigerian English in teaching materials, especially at the nursery, primary and secondary levels, would not only improve comprehension but also affirm learners’ identities. A child who sees their speech patterns represented in textbooks and examinations is more likely to believe in the value of their intellect and voice.
Economic Empowerment: Language for Inclusion and Participation
English remains the language of official documentation, digital platforms, trade, and business in Nigeria. However, the language variety typically promoted in these spaces often alienates the very people it seeks to empower. Entrepreneurs in local markets, artisans, small-scale farmers, and tech-savvy youths from informal sectors speak Nigerian English yet economic literacy campaigns, banking systems, and tech applications are delivered in overly formal, standardized registers. By recognising and integrating Nigerian English into economic discourse particularly in digital financial education, vocational training, and SME development, we can bridge this gap. Language is access, the basic purpose of language is communication. Simplified, localised, and culturally resonant English will improve financial inclusion, digital participation, and the reach of national economic initiatives. It is not a simplification of content but a sophistication of access.
In a nation, Nigerian English is the only unifying code across ethnic, regional, and social lines including the elite class. While our indigenous languages remain invaluable repositories of culture and identity, Nigerian English offers a shared space of communication, a common linguistic currency. More than pidgin, which still carries socio-linguistic stigma in formal settings,
Nigerian English exists as an organic hybrid carrying the intelligibility of international English, while being grounded in Nigerian expressions, metaphors, and mannerisms.
It is a language that has evolved to carry our jokes, our frustrations, our politics, and our aspirations. By officially embracing Nigerian English as a pedagogically acceptable, nationally relevant variety, we affirm a sense of ownership in our shared national voice. Policies that legitimise Nigerian English in media, literature, and even public service communication would further enhance our sense of collective identity and belonging.
National Growth and Development: Rewriting the Nigerian Narrative Language is not neutral, it shapes perception, policy, and potential. Nigerian English, as a symbol of postcolonial linguistic agency, allows us to narrate our own realities rather than borrowing idioms of development from other nations. From Nollywood scripts and Afrobeats lyrics to the daily banter in markets and parliament, NE has given Nigerians a way to own and export their narratives. Ignoring this linguistic resource in our development agenda is to continue importing frameworks of growth that do not fit our reality. Let us promote Nigerian English in local tech start-ups, international diplomacy, cultural exports, and educational policies. In doing so, we redefine what it means to be globally relevant and locally rooted.
It is time for the National Council on Education, curriculum developers, university faculties, media regulators, policymakers and indeed government to begin a deliberate process of codifying and standardising Nigerian English, taking into account its lexical features, phonology, pragmatics, and stylistic markers. The goal is not to replace international Englishes but to establish our own legitimate variety within the global Englishes spectrum. Let us be bold enough to teach in the English we speak, write policies in the English we live by, and train future generations to embrace their linguistic heritage not as a limitation, but as a launchpad for transformation. In our tongue lies our strength. Nigerian English is not bad English, broken or Pidgin English; it is our own English, our identity language, a reality picture of who we are and represent. And most importantly, it is a very powerful development tool we have yet to fully embrace.
Nneka Emeka-Duru
Dr. Emeka-Duru, a World English specialist, wrote from Port Harcourt.
Quote:”Communities have rights to peace, safety, and quality of life. Noise pollution, crowds, or other impacts from religious activities can affect these rights. Balancing these interests requires consideration and dialogue”.
“All work and no play”, its said, “makes Jack a dull boy.” Despite this age-long maxim that recognises the role of play in early childhood development, play appears to be eluding many Nigerian kids. The deprivation of play opportunities comes in different forms for the Nigerian child depending on family’s social setting or status, but the effect is much the same. For children in Nigerian poor families, life is becoming as much a hassle as it is for their struggling parents. Due to harsh economic conditions, many families resort to engaging their kids prematurely in trading activities especially in hawking, to help boost family revenues, when these kids should be enjoying leisure after school. Some of these children barely attend schools while being forced to spend much of their childhood hustling in the streets. For children from well-off families, time could be as crunchy as it is for their busy parents when, obsessed with setting agenda for the future of their kids, parents arrange stringent educational regiment too early for their kids.
These group of children are made to get-off the bed by 5.30am every weekday, get ready for private school buses that call at 6.00am, otherwise report by however means to school at 7.20am.The situation is worse for kids in the city of Lagos where the need to beat urban traffic rush-hours is very high. Most children are further subjected to extra hours of lessons after school at 2.00pm, only to be released with loads of homework. On many occasions children who leave home for school at 6.30am get back by 3.30pm. With hardly enough time to eat, do school assignments and take afternoon naps, these children hardly had time for plays before dinners. In Nigeria, kids of ages between 3 and 12 spend averages of 9 hours a day and 45 hours a week to and from schools, and additional hours doing home assignments and domestic jobs, whereas their peers in developed countries spend about half that duration and have more time for leisure.
Any remaining spare time left after school work or street hustle is further stolen, when kids who usually are fascinated by gadgets, are exposed to household electronics like phones, tablets and gaming consoles. Electronic games may create a sense of leisure, but the difference with human interactions is that kids doing games interface mostly with machines or with programme structured in ways that entrap a child’s pysch directionally, according to the game’s programming, in ways that may not encourage independent thinking. Moreso, attraction to such gadgets displaces kids’ attention from important television and radio programmes. The prevalent tight, academic schedules for some Nigerian kids, though intended for academic excellence, encroaches on childhood leisure time needed to achieve an all-round childhood development, and could make children to resent formal education altogether. Besides, academic excellence or economic pursuit, is not all there is to living a well-nurtured life.
Children’s leisure time, defined as time left over after sleeping, eating, personal hygiene and attending school or day-care, is very crucial to childhood development. Sociologists recommend that children should have at least 40 per ceny of the day as leisure. According to Berry Brazelton, a former pediatrician at Harvard Medical School, “Play is the most powerful way a child explores the world and learns about him or herself.” Unstructured play encourages independent thinking and allows the young to negotiate their relationships with their peers, and in the process build self-confidence and self-control. Play is one of the important ways in which young children gain essential knowledge and skills. Leisure time enhances learning as fun enables children to learn at their own level and pace. Young children naturally explore and learn many skills by making cognitive connections from events that catch their attention.
Unstructured plays help children developed their cognitive, physical and communication skills that make them acquire social qualities necessary in navigating relationships in adult life. Plays enable children assess how others feel and learn perspectives as well as empathy through observing differences in facial expressions, body language and even tone of voice, which helps them copy how to express themselves to others, and therefore develop socially acceptable behavours that build relationships. In cooperative activities, children willingly take things in turn and may delegate roles. Children can also share the glory of winnings through competitive games, which is all great for working together in task sharing. Aside encouraging parents to ensure adequate leisure time for their kids at home, schools should make plays and exercises an integral part of the educational curriculum. The educational curriculum set by the Nigerian Educational Research and Development Council (NERDC) includes specific training durations and break periods, as well as sporting activities, as part of the school system.
Due to poor government funding, sports in public schools have declined, while most private schools lack sporting infrastructure or even play grounds. These make recreational activities and sports implementation almost impossible in schools. Also, the increasing rate of urbanisation in Nigerian communities is gradually eroding ancient playgrounds, while established urban centres have lost community playgrounds. With tightening apartment spaces now being the norm in most urban residential areas, many kids are forced to wriggle within burglary-proof enclosures. Nigerian governments and the relevant agencies should ensure that existing child labour protection laws, educational and urban development codes are implemented in the country, to enable proper nurturing of children as the future stakeholders of our society. Private schools, especially, should be supervised to ensure they follow the educational curriculum standards set by NERDC.
In a bid to impress parents and draw more patronage as better option than public schools, private schools, most of whom operate in cramped environments, have continued to set high regiments of training schedules beyond the capacity of most kids, and even encourage enrollment of pre-school age kids who can not sit still to listen for an extended periods of time. Schools, from creche to secondary levels, without playgrounds and recreational facilities should not be allowed to operate, and should be made to understand and implement appropriate curriculum and training durations. Many Nigerian kids, whether from rich or poor families, appear to have been set-up inadvertently, in the same leisure denial that affects their parents. All work and no play could lead to some messed-up kids who grow up not understanding social cues, and being unemotional and self-centered, manifest later as obsessive-compulsive adults.
By: Joseph Nwankwo
We thank God who is above all human contrivance and arrogance. Congratulations, Your Excellency Amaopusenibo Sir Siminalayi Joseph Fubara. Your victory takes us back to the Bible as a living document of a God that rules in the affairs of all His creation. In a manner of speaking, welcome back from your first war with Phillistines, Your Excellency! Yes, first example is David and Goliath! And like David, Your Excellency stands over Goliath in victory. But that is not enough. Our real enemy is that Your Excellency is Governor of a State with a wretched economy. Indigenes of Your State are today reduced to battalions of beggars waiting for who will hire their loyalty on the usual “pay-as-you-go” basis.
Your Excellency, it brings us to another Bible- based parallel. Conscientious Rivers indigenes above 50, should identify with and commit our all to this second parallel. It is to liberate the economy and people of Rivers people from 23 years enslavement and poverty, for us to regain our dignity and pride. When the economy of Egypt was drifting into a disaster zone, even Pharaoh did not know it. He also did not know what to do. But God sent a Joseph to build the economy into a fortress of good fortune that overcame the economic and social disaster Egypt did not know was ahead. Your Excellency for 23 years, Rivers State has been ruled without any logical, credible and consistent PLAN of how to overcome mass poverty from our dehydrated local economies.
Your Excellency, Rivers State cannot survive one month without Federal allocation! So called IGR only about 10 per cent of Federal allocation.It is also not based on what we produce but on tax from other people’s productivity that pass through our State. Pharaoh did not know what to do in the case of Egypt. May it please God to position another Joseph in Governor Siminalayi Joseph Fubara to heal Rivers State and build an economy that all Africa will come to access in order to chart a new course out of worsening economic hardship that is caused by near zero investment in productivity and endemic reckless looting. They are the twin chambers nursing a corporate cancer unfolding across Nigeria and Africa. The hard work begins today, Your Excellency.
We need an economic blueprint that will enrich every Rivers senatorial district from investment to grow productivity and to enrich every Rivers person from career-based productive labour, just as Pharaoh was enriched by Joseph’s economic Blueprint. Let Rivers State stop the trend of waiting the lives of young Rivers people recruited by Phillistines into cultism, thuggery and easy money, as a career. These Phillistines believe they have only lost one phase of many legal battles and battles by other means. But from comments in the public media, their eyes are fixed on 4-years of war and more! Your Excellency, we the people will not let you forget what you owe us. We have to make unbelievers see that your leadership is different and that we are uprooting the old order of an unproductive Feudal System. That system makes a few persons and their cronies to monopolise our collective wealth, while the majority are left in misery. Let’s put an end to enslavement by cabals and mass poverty in Rivers State. That is when the Phillistines will surrender.
By: Amaopusenibo Brown