Implementing Language Policies in Nigerian Primary Education: Challenges and Perspectives from Local Education Authorities

This research explored the implementation of language policies in Nigerian primary education, focusing on the roles, challenges, and perspectives of Local Education Authorities (LEAs) in enacting the National Policy on Education (NPE) and the National Language Policy (NLP) within Nigeria’s linguistically diverse context. Employing a qualitative methodology grounded in critical realist ontology and constructionist epistemology, data were collected through semi-structured interviews with nine LEA staff members across three area councils in the Federal Capital Territory and a systematic analysis of relevant policy documents.
The study identifies an overarching theme of implementing mother tongue-based multilingual education (MTB-MLE) policies, articulated through seven main themes: policy goals and implementation strategies, language use in education, support systems, stakeholder roles, resource allocation, awareness and training, and government priorities, enriched by comparative international insights. LEAs perceive themselves as pivotal intermediaries, translating national policies into localized practice through capacity-building, policy dissemination, and community engagement.
Findings reveal persistent challenges including resource constraints, infrastructural deficiencies, inconsistent teacher recruitment and training, political interference, and a misalignment between national policy objectives and parental preferences favouring English instruction. These barriers underscore the complex interplay between macro-level policy frameworks and micro-level educational realities, highlighting the need for flexible, context-sensitive implementation guidelines that accommodate Nigeria’s linguistic diversity and socio-cultural dynamics.
The research emphasizes the importance of robust multi-tiered support systems, transparent resource management, sustainable funding models, and enhanced teacher professional development integrating mother tongue pedagogy and technology use. It also advocates for comprehensive stakeholder engagement strategies to align community expectations with policy goals and governance mechanisms that protect education policies from political disruptions, ensuring continuity.
By synthesizing critical language policy and sociolinguistic perspectives, the study contributes the Multidimensional Language Policy Implementation (MLPI) Model, which foregrounds the meso-level agency of LEAs as essential actors bridging policy and practice. This model offers a nuanced framework for analyzing language policy enactment in multilingual, resource-constrained contexts. The study’s findings and recommendations provide valuable insights for policymakers, educators, and researchers aiming to enhance the effectiveness, equity, and sustainability of language education policies in Nigeria and comparable multilingual developing countries.