Towards the Reconfiguration of Language Education for the Nigerian Child

Abstract

In this article, we examine the extant language policies, with particular regard to the Nigerian Child. We take a profound look at the  National Policy on Education 1977, the UNICEF Annual Report 1995, the National Policy on Education 1998, the National Policy on Education 2004, the National Policy for Integrated Early Childhood Development in Nigeria 2007, the United Nations Millennium Development Goals, the Nigeria Millennium Development Goals Report 2010, etc. We seek to appraise the strengths and weaknesses of these policies in order to determine the extent to which they are beneficial to the Nigerian child in the context of plurilingualism and globalization. This appraisal is done employing a tridimensional framework: hindsight, insight and foresight perspectives. We argue for the reconfiguration of language education aimed at functional plurilingualism for the Nigerian child. Recommendations are made in view of enhancing the prospects of functional plurilingualism for every Nigerian child, who will consequently be competent to contribute meaningfully towards the development of Nigeria in particular and mankind in general.