LECTURE NOTES

COURSE CODE: ENG 414

COURSE TITLE: LANGUAGE AND NATIONAL DEVELOPMENT

LECTURE PLAN:

■ Concept of Language

■ Origin of Language

■ The Language Situation in Nigeria

■ Language and National Development

■ Phases of National Development

■ Nigerian National Development Objectives

■ Language as a Tool for National Development

■ English Language in Nigeria

■ The Problem of English Language in Nigeria

■ English Language and National Development

 ■ Language and Society 1

■ Language and Society 2

LECTURE NOTES

WEEK 1

1.0 THE CONCEPT OF LANGUAGE

1.1 THE DEFINITION OF LANGUAGE

Language is the vehicle through which people’s culture is transmitted. It is an index

of identity which serves as a repository of people’s culture, industry and exploits. It is

language that differentiates the homo-sapiens from other animals. The most effective engine

of people’s culture is their mother tongue (MT). Language serves as a medium for

exchanging ideas, feelings, thoughts and a tool for achieving social interaction among

members of a social group. Through language, important social information is conveyed in a

social acceptable and organised manner. According to Sapir (1921), language is a purely

human and non- instinctive method of communicating ideas, emotions and desires by means

of voluntarily produced symbol.

 Language is also an indispensable cultural legacy with which all forms of human

interactions are carried out. It is capable of destroying or mending relationships. Language is

also a vehicle of thought which shapes the most characteristic of the human faculty. It helps

to insure a certain amount of cultural uniformity, thereby facilitating interpersonal, cognitive

communication. Fishman (1967) defines language as a system of symbols characteristic of a

group of people. Hatch (1992) views language as a system of arbitrary symbols used for

human communication. Banjo (1976) on one hand views language as a system of vocal

symbols by which members of a society or social group interact and co-operate. Essien

(1998) on the other hand submits that language is a system of arbitrary vocal symbols by

means of which human beings make meaning and communicate with each other in a given

community. Language therefore is a means by which people relate, interact and express their

thoughts, feelings and ideas through written signs and symbol.

1.2 CHARACTERISTICS OF LANGUAGE

Human language has some qualities that make it a unique form of communication and

distinguish it from other forms of communication. The characteristics are:

A. Language is Arbitrary: This means that there is no formal correspondence

between an object and the name it bears. For example, if an object ceased to be

known by the name it bears, it will not affect the object in any way.

B. Language is Systematic: Language has a set of rules which govern their

arrangement, patterning and use.

C. Language is Social: Language is a set of conventional communicative signals

used by humans for communication in a community. Language in this sense is a

possession of a social group, comprising an indispensable set of rules which

permits its members to relate and interact with each other.

 D. Language is Discrete: This refers to the quality of language which describes the

sounds being used in language has being meaningfully different from one another.

E. Language is Meaningful: This means that whatever symbols used in any

communication process have the ability to convey meanings which are capable of

eliciting ideas, responses, etc. from people.

F. Language is Dynamic: Language changes from time to time to incorporate new

ideas, inventions and realities.

G. Language is Conventional: This means that the words of a language have

meanings because of the mutual agreement existing among the users of such a

language.

H. Language is Symbolic: It is made up of signs and symbols both in its verbal and

non-verbal forms. A particular language is usually represented by graphic or

phonic symbols in written and oral forms respectively. It is therefore left to the

users to decode the symbols by providing meaningful interpretations.

1.3 THE FUNCTIONS OF LANGUAGE

There are five functions of language according to Geoffery Leech (1974). These are:

1. Informational

2. Expressive

3. Directive

4. Aesthetic

5. Phatic

1. Informational function: this function concentrates on the message. It is used to give

new information. It depends on truth and value.

 2. Expressive function: This can be used to express feelings and attitude. The

speaker or writer of this function tries to express his feelings. He or she reflexes his

or her impression. This function gives a clear image of the personality of the

speaker.

3. Directive function: it is used to induce actions or reactions. This aims to influence

the behavior or attitudes of others. Instances of the directive function are

commands and requests.

4. Aesthetic function: According to Leech (1974), this function doesn’t have any

particular purpose. Aesthetic function helps us use words as a tool of a poetic art

and as certain signs. The beauty of chosen words and phrases is more important

than usefulness of the information to be passed across.

5. Phatic function. This is the use of language to maintain social relationships. It is

used in day-to- day interactions; in greetings; in the exchange of pleasantries and

farewells.

WEEK 2:

1.0 THE ORIGIN OF LANGUAGE

The hypotheses concerning the origin of the first language are discussed extensively

below:

A) Belief in divine creation. Many societies throughout history believed that language is

the gift of God to humans. This can be confirmed from the Bible in Genesis 2:20, which tells

us that Adam gave names to all living creatures. This belief predicates that humans were

created from the start with an innate capacity to use language. It can't be proven that

language is as old as humans, but it is definitely true that language and human society are

inseparable.
 B) Natural evolution hypothesis. Humans acquired a more sophisticated brain at some

point in their evolutionary development and this made language invention and learning

possible. In other words humans evolved a language acquisition device (LAD) propounded

by Noam Chomsky (1960) and he states that LAD is a system of principles that children are

born with that helps them learn language, and accounts for the order in which children learn

structures and the mistakes they make as they learn. According to the natural evolution

hypothesis, as soon as humans developed the biological, or neurological, capacity for creative

language, the cultural development of some specific system of forms with meanings would

have also been in readiness for development.

C) Invention hypotheses. Aside the fact that language originated from the two hypotheses

discussed above, it was submitted by researchers that language might have been consciously

invented by humans also which is based on a more primitive system of communication. The

invention hypotheses have sub-hypotheses which are predicated on the idea that the invention

of language and its improvement served as a continuous drive to additional human mental

development. First, there are four imitation hypotheses that hold that language began through

some sort of human mimicry of naturally occurring sounds or movements:

1) The "ding-dong" hypothesis. Language began when humans started naming objects,

actions and phenomena after a recognizable sound associated with it in real life. This

hypothesis holds that the first human words were a type of verbal icon, a sign whose form is

an exact image of its meaning, for example, crash became the word for thunder, boom for

explosion. Some words in language are actually derived from imitation of natural sounds

associated with some object.

2) The "pooh-pooh" hypothesis holds that speech began with interjections-spontaneous

cries of dislike, hunger, pain, or pleasure, eventually leading to the expression of more
developed ideas and emotions. In this case the first word would have been an involuntary ha-

ha-ha, wa-wa-wa. These began to be used to name the actions which caused these sounds.

3) The "bow-wow" hypothesis: According to this hypothesis, language began when humans

started imitating the natural sounds around them. It also holds that vocabulary developed

from imitations of animal noises, such as: Moo, bark, hiss, meow, quack-quack. In other

words, the first human words were a type of index, a sign whose form is naturally connected

with its meaning in time and space.

4) A somewhat different hypothesis is the "ta-ta" hypothesis. Charles Darwin hypothesized

(though he himself was sceptical about his own hypothesis) that speech may have developed

as a sort of mouth pantomime: the organs of speech were used to imitate the gestures of the

hand. This theory submits that human language owes its origin on the type of physical

features possessed by human beings. Proponents of this theory hold that the human lips,

brain, mouth, pharynx, larynx and teeth are specifically adapted to give man the advantage of

speaking. In other words, language developed from gestures that began to be imitated by the

organs of speech--the first words were lip icons of hand gestures.

WEEK 3

3.1 THE LANGUAGE SITUATION IN NIGERIA

Communication is a basic requirement in the life of any group of people and it is done

through language, therefore, it remains an important factor in national development and

national consciousness. Nigeria has a natural division and these divisions correspond with the

three major language groups in the country namely the Hausa in the North, the Igbo in the

East and the Yoruba in the West. Beyond these three major language groups, however

“Nigeria is made up of more than 250 ethnic groups with a conservative estimate of 4000
languages” Akindele and Adegbite, (1992). Unlike the homogenous societies which have no

problem with communication because they have one common language, Nigeria is

characterized by diversity of languages.

The multiplicity of language is so obvious and grave in Nigeria that within the major

ethnic groups, there are still differences in languages and dialects. The situation is that some

of the dialects found within a linguistic group are not mutually intelligible even though the

speakers belong to the same linguistic group. Within the Yoruba ethnic group for instance,

the Akoko Yoruba speaker in Ondo state, understand the Ilorin Yoruba speaker in Kwara

state but the Akoko speaker is not understood by the Ilorin speaker. Spencer (1962) and

Bamigbose,(1990) see this situation as a barrier to national unity and development. To break

this language barrier, there is the need for a common language to facilitate a common and

effective communication. This can be discussed under three main headings:

1) Language Situation in the Pre-Colonial Era

Perhaps, one of the highest legacies bequeathed to Africa by colonialism is the political

organism now known as the state. The Colonial masters organized different ethnic groups

into a political unit for ease of governance and economic exploitations paying less attention

to their cultural and linguistic diversities (Rodney 1973). Before Nigeria came in contact with

Europe and colonization, it existed as a sprawling territory of diverse ethnic groups, with

each group having a distinct (and to some extent overlapping) historical, linguistic, cultural

patterns expressed in traditional socio-political, educational and religious systems (Ajayi and

Smith 1964). Therefore in the northern hemisphere, there existed the Hausa, Fulani, Kanuri,

Eggon, Mada, Tiv and the Nupes to mention a few. In the Southern protectorate are the

Yoruba, Igbo, Edo, Efik, and Ibibio etc. These ethnic groups were in constant contact with

one another through various economic activities and military expansionism. From the
standpoint of history, it is understood that there were really no completely isolated tribe;

rather, there were different socio-political interaction among the different ethnic groups that

constitute what is today known as Nigeria (Ajayi 1967). These contacts and transactions

brought about linguistic and cultural exchange. Cultural and linguistic contact, no doubt, led

to linguistic borrowing and adaptation of new vocabularies and patterns but not necessarily

linguistic domination or annexation.

2) Language Situation at the Colonia Era

When Britain took over as the colonial power in Nigeria, English became the tool with which

the new territory would be administered. Hence English became the language of

administration (Bamgbose 1991). It was the language to be used in official domains of the

lives of the colonized. Also, as the missionaries established more schools and propagated the

gospel message and western education, the language became the prestigious language of the

educated. Finally, in 1882, the colonial government intervened in the system of education by

promulgating a law that made English the language of instruction at schools and as a subject

that must be taught at all stages of educational growth (Adetugbo 1979). This was necessarily

because the major goal of the colonial powers was to make the colonized assimilate into their

culture and way of life. However, the indigenous languages were allowed to be taught in

schools alongside English (but not as the primary medium of communication). However, the

attitude of people to English particularly in the southern part of the country was more positive

than in the North. People readily sent their children to schools to be educated in English. The

religious proselytes had their baptismal names in English. Thus English assumed another

economic function in that it became a ladder to attaining social mobility under the imperial

government. Hence, English became not only the language of administration and religion; it

was immediately dignified as the language of the upper class and the elites. In the northern

region, the response and attitude to English was quite different from the southerners. For one,
the Christian mission was not as successful in the north as it did with the south. For this

reason, the western education that was projected along with the gospel message could not

diffuse easily through the north.

3) Language Situation at the Post-Colonial Era

The linguistic situation in the post-colonial Nigeria is so complex that it has been described

as the biblical tower of Babel. The first tier of language found in Nigeria is the exogenous

(English) language bequeathed to the nation by the Colonial rulers. Today, English has

grown to become the official national language of Nigeria and continue to play important

roles in the nation as the language of education, media, religion (especially the Pentecostal

Christian faith), and the language of politics, governance and law. It is the language of the

elites and also the first language for some Nigerians. Other exogenous languages with less

influence are Arabic and French. The Arabic language has a major political and religious

weight in the northern part of the country. It became the language of Islamic education for the

northern part of the country after the Usman Dan Fodio Jihad war between 1804-1808.

WEEK 4

4.1 NATIONAL DEVELOPMENT

Development: The term development has a number of interpretations in different

concepts; however, according to Oyeleran (1988), he interprets development from the angle

of human affairs. To him development implies: “The conscious promotion of the well-being

and security of persons in such a way that is constantly able to optimize the realization of

their individual potentials.’’ This view is similar to the one expressed by Adediji (1992) who

sees development as a “constant and appreciable amelioration in economic, social,

technological, political and cultural aspect of life of a people.’’

 Elugbe (1990) sees development as the growth of the nation in terms of unity,

education, economic well-being, mass participation in government, etc. Gboyega (2003)

captures development as an idea that embodies all attempts to improve the conditions of

human existence in all ramifications. It implies improvement in material well being of all

citizens. It seeks to improve personal physical security and livelihoods and expansion of life

chances. Naomi (1995) believes that development is usually taken to involve not only

economic growth, but also some notion of equitable distribution, provision of health care,

education, housing and other essential services all with a view to improving the individual

and collective quality of life (Naomi, 1995).

Chrisman (1984) views development as a process of societal advancement, where

improvement in the well being of people are generated through strong partnerships between

all sectors, corporate bodies and other groups in the society. It is reasonable to know that

development is not only an economic exercise, but also involves both socio-economic and

political issues and pervades all aspects of societal life. The concept of development has

covered all areas such as human, economics, socio-political, scientific and technological

progress. It is an indispensable cultural legacy with which all forms of human interactions are

carried out. According to Nwadike (2004) on his part says it is the key to the heart of the

people. If we lose the key, we lose the people. If we treasure the key and keep it safe, it will

unlock the door to wealth or affluence, thus bringing about national development. This

development ranges from growth in education (i.e. intellectual growth), politics, economy,

science and technology.

4.2 National Development

Wellsman (2003) defines nation as a cultured group of people who identify with one

another and either have or seek some degree of political self-determination. The culture
aspect of a nation demands the common possession of certain cultural element like language,

dressing, values, and history etc. The psychological aspect emphasizes the consciousness of

these possessions and the collective identity which they foist on all possession. On the other

hands, it is the political aspect that calls for self determination. Consequently, national

development is the development which belongs to a nation. It is the “progressive

transformation of the economic, social and political structures of a society from relatively less

complex, less efficient and less desirable forms to relatively more complex, more efficient

and more desirable forms (Obasi, 1987).’’

National development includes some positive, quantitative and qualitative change in a

society. By this, we mean the process of improving human life. National development is seen

by Awolokun (1995) as a minimum socio and political development as well as economic

development in the building of a national identity. The ability of a country to improve the

social welfare of the people by providing social amenities like quality education, water, good

roads access to health facilities, etc. accounts for the development of any nation.

According to Aziza (1998) national development is a gradual and advanced

improvement through progressive changes in the socio-political life of the nation. National

development also refers to the growth of the nation in terms of internal cohesion, integration,

unity, economic well-being, mass participation in government, and educational growth.

Language is also a catalyst in educational development which is an important index of

national development. Qualitative education in any nation is not a luxury, but an imperative

to national development.

4.2.1 Factors Affecting National Development:

1. Economic: Economic development is the one of the major factor affecting national

development. In an economy where the working population of the nation produces goods and

services at higher rate would develop more rapidly than others.

2. Political: The political system of a nation also determines the rate of national development.

In democratic government it is easier to achieve the desired goal because it is represented by

its own people.

3. Social: The society and its stratification also influence the national development. In

orthodox societies it becomes hard to take a decision unanimously which would benefit the

nation. Instead caste, class, creed, colour etc create biases.

4. Increasing population: Population of a nation also influences national development of a

nation. In countries like China, India, Bangladesh people were often deprived of the basic

needs due to its massive population explosion.

5. Socio-cultural: The cultural traits persisted in different societies determines the way of

national development.

6. Modernization: Modernization of societies helps for a faster growth in national

development.

7. Psychological condition: Mental status of people of a nation, their mental health and

hygiene also gives directions to national development.

4.2.2 Scope of National Development:

National Development seeks to remove poverty. It improves the National Income as well

as per-capita income. It develops quality in Education. In addition, it brings revolutionary

change in the field of Agriculture. It also develops Transport and Communication. There is

also development of Medical facilities. The development of the economic condition of the
people living in the particular country; development of the socio-economic condition of the

people are all scopes of national development. Furthermore, introduction of welfare scheme

of people for the betterment of their life and standard of living is also one of the scopes of

national development and the development of an impartial and well-organized political

system. It also encompasses the preservation, enrichment and development of culture.

Moreover, it promotes the concept of sustainable development.

WEEK 5

5.1 PARAMETERS OF NATIONAL DEVELOPMENT

National refers to a phenomenon that embraces a whole nation. National development

therefore can be described as the overall development or a collective socio-economic,

political as well as religious advancement of a country or nation. This is best achieved

through development planning, which can be described as the country’s collection of

strategies mapped out by the government. It is holistic in approach. It is also a process of

reconstruction and development in various dimensions of a nation and development of

individuals. It includes full-growth and expansion of our industries, agriculture, education,

social, religious and cultural institutions. Moreover, national development implies

development of a nation as a whole. It can be best defined as the all-round and balanced

development of different aspects and facets of the nation viz. political, economic, social,

cultural, and scientific. Broadly, development of the nation encapsulates parameters such as:

(i) Development through a planned national economy.

(ii) Increase in agricultural production through application of modern technical know-how.

(iii) Harnessing industrial production

(iv) Development of human resources

(v) Application of science and technology in production sector, provision of mass education

and

(vi) Provision of various facilities to meet the needs and aspirations of disadvantaged,

deprived and poorest of the poor segments of population.

5.2 PHASES OF NATIONAL DEVELOPMENT

A) Social Development:

Nigeria has moved from the days of town criers to the latest communication gadgets

in the world. The contribution of Information technology to social development is found in

human comfort and the guarantee of an easy access to the whole world. This beneficial aspect

provided by the influence of science and technology is succinctly captured by Brumfit,

(1995) when he observes that: “There is easy knowledge transfer now in quantities and at

speeds unimaginable; there is real communication not just through television, but real

communication of massive databases.

We can be, in principle, anywhere in the world, and connect to databases that are

traditionally preserved in Paris or in Oxford or in Washington. Information travels fast these

days through more outlets as Internet, Television, Compact Disc, Radio, Telephone and print

media. It is possible to sit down in your room and reach out to the whole world. Though

expensive, these communication gadgets have reduced the whole world to a ‘global village.’

Any important event now needs not gather crowds together at a particular position to watch
such event. You simply sit down in your room and watch events live and direct all over the

world. The benefit of such gadget is facilitated through the knowledge of common language

which is English.

B) Political Development

Politics in Nigeria would have been a difficult business but for the ease of

communication brought in by English language. One of the activities of politics in Nigeria is

house to house and open rally campaigns. Without English language it would have been quite

difficult if not totally impossible to address political audience at different rallies. The

language made it possible and easy for the Head of State to address the people of the country

once. This alone has contributed a lot to the existing unity and development in the country.

All the houses of assembly, representatives, the senate, judiciary and all other bodies in the

nation find it easy to interact and communicate in English language.

C) Economic Development

One of the major sources of revenue for Nigeria is through oil production. Internally,

Nigerians engage in trading and other business activities, the major foundation for the success

of these businesses is the existence of English as a language of national communication

which brings about national development. Without English, unity and peace will be difficult

to achieve. A common language facilitates smooth business interaction and peaceful co-

existence. One other major area of achievement is education. It is possible for Nigerians

irrespective of ethnic background to study in any part of the country. The same goes for the

teachers who could also choose to teach in any part of the country without fear of language

hindrance. The text books too are coded in English language.

The importance of English language in the Nigeria educational system is emphasized

in the 1977 language provisions of national policy of education: Government will see to it

that the medium of instruction in the primary school is initially the mother tongue or the
language of the immediate community and at a latter state English. Today Nigeria has

benefited a lot from the modern technology. They are able to read and interpret, and put into

use the instruction of such information. Areas such as medicine, agriculture, communication

and transportation, arts and craft have received a boost from modern technology. Even

though, these innovations in technology have some negative effect but the advantages far

over weighs the disadvantages.

D) Cultural Development

The axis of the cultural is always extensive because it covers all aspects of the life we

share with others. In this light, even the issues we discussed under the political and economic

development fall under cultural development. Culture, as defined by Iwe (1985) “refers to the

way of life of a people –a way of life that reflects their distinctive genius and spirit, their

fundamental character or ethos, their value orientation and world-view.” From this definition,

a national culture is the way a nation does its things. It includes the way citizens of that

nation sleep, the type of books they read, the automobile they like, their attitudes to

education, how they relate with strangers, how they marry and procreate, how they worship,

how they run their government, what and how they eat, how they source their needs, and so

on. Indeed, the list is endless. Thus, cultural development within a nation involves

improvement on the way citizens of a nation do their things as well as improvement on their

attitudes and morals.

5.3 PROBLEMS OF NATIONAL DEVELOPMENT:

These are the some of the problems of national development:

(i) Tardy economic growth in terms of G.N.P. and standard of living.

(ii) Large scale unemployment and under-employment.

(iii) Large pool of illiteracy.

(iv) Rapid growth of population.

(v) Challenges of national and emotional integration.

(vi) Nonchalant attitude to change process.

(vii) Slow process of modernization.

(viii) Problem of evolving a democratic, socialistic and secular order.

(ix) Incidence of poverty and poor standard of living.

(x) Phenomenon of urbanisation and its allied malaise.

(xi) Lethargic attitude of people to the core value of work and unwillingness to take

responsibility.

(xii) Mismatch between moral and scientific values.

(xiii) Rise of phenomenon of brain-drain.

(xiv) Low quality products of institutions of higher learning.

WEEK 6 NIGERIAN NATIONAL DEVELOPMENT OBJECTIVES

6.1 Nigeria’s national development objectives are a number of targeted goals the country

wants to achieve. Achievement of these goals is fundamental in building a prosperous and

developed country. What can be regarded as Nigeria’s national development objectives can

be glimpsed in the document of the 1981 National Policy on Education. The document
itemizes a list of what the country should aim in its march towards national development.

This includes the following:

1. A free and democratic society

2. A just and egalitarian society

3. A unified, strong and self-reliant nation

4. A great and dynamic economy

5. A land of bright opportunities for all citizens

1. A Free and Democratic Society

Freedom and democracy are linked concepts. These are conditions necessary for a

person to actualize him/herself without hindrance, to be the best he/she can be, and to join

hands with others in deciding a person’s destiny. The consideration of democracy as

development objective arises from the realization of the various advantages democracy as

government offers its practitioners. Democracy is a rational form of government and it abhors

imposition. Government actions are consequence of decisions taken by all the citizens or

where this is not possible by a majority of them. Government is necessary to preserve our

freedom; it is an instrument through which we can exercise our freedom. The evil inherent in

concentration of power is remarkably absent in democracy. Power is held by the whole

people, and even democracy guards itself against self-abuse. The freedom that goes with it is

such that allows each individual to still retain his voice against government and against

citizens whose actions he does not approve.

2. A Just and Egalitarian Society

 A just society is where justice reigns. It accounts for equitable distribution of gains,

pains, advantages and disadvantages of society. A just society ensures that the societal goods

as well as its evils are not borne by a segment of society alone. It also frowns at the

enjoyment of any special privilege by a segment of society. What is available must be

available to all segments. Justice frowns at nepotism, favouritism and similar practices. It also

ensures that a leader does not concentrate the advantages of the power he holds on his own

ethnic, tribal or religious group. The ideals of justice are built on the egalitarianism which

presupposes the equality of all citizens. Thus if we are all equal, it is right to treat us all, our

aspirations, needs, and rights as equal. Thus, a just and egalitarian society is fundamental for

the progress of our nations as it instills in the citizens the confidence that they constitute

important parts of the nation.

3. A Unified, Strong and Self-Reliant Nation

Nigeria is a diverse country with multiplicity of ethnic groups, language, religion, etc.

These factors at times tend to constitute divisive elements in the country. But despite the

existence of these factors a united Nigeria is a possibility. This is achievable through

emphasizing the things that unite rather than the ones that divide. A unified Nigeria is quite

important if all citizens are to co-operate towards building a vibrant, strong and self-reliant

nation.

4. Great and Dynamic Economy Building

A great and dynamic economy is necessary for the satisfaction of the needs of the

citizens. Nigerian economy is a mono-economy dependent on oil and oil-related businesses.

The danger inherent in this is manifest in the inability of the economy to absorb non-oil

expert graduates who graduate annually from our universities. It also means that this category

of citizens lack the opportunity to contribute their quota towards national development. When

the economy is diversified it affords every citizen a space to make contribution towards the
development of the nation. The potentiality of Nigeria to become one of the biggest countries

of the world has been well-noted. The country is blessed with abundant human and natural

resources. With a population of about 160 million, Nigeria has the population to challenge

even the most developed countries in developmental strides. On another note, the abundance

of natural resources has not been well-exploited. A number of resources have not been tapped

by the country. A good number of those tapped are left in the hands of foreign conglomerates

who exploit these resources for the advantages of their own home countries.

5. A Land of Bright Opportunities for All Citizens

This last objective is dependent on all the objectives that are discussed above. The

achievement of these will aid, in no small measure, in providing better and brighter

opportunities for all citizens. Obasi (1987) writes that making Nigeria a land of bright

opportunities for all citizens is dependent on opening up the social system in order to allow

perfect mobility for citizens. This means that no Nigerian should be held down on account of

his family background, ethnic origin, economic status, political affiliation, religious

profession, and so on. This means that the system is open for everyone who makes effort, and

that equal efforts are rewarded equally.

WEEK 7- LANGUAGE AS A TOOL FOR NATIONAL DEVELOPMENT

Lado, (1964) opines that: “Language is intimately tied to man’s feelings and activity; it is

bound up with nationality, religion, and the feelings of self. It is used for work, worship and

play by everyone.” Language is regarded as the bedrock of nation building. It is the most

important tool with which societies are organized, and it is hardly possible to talk of national

development without including the language with which the people formulate their thoughts.
Thus, the communication of national development is made possible only with the

instrumentality of language. We communicate to our citizens the objectives we want to

achieve in our national development. We use language to advance to them the best possible

reasons in support of these objectives, projecting in the best possible manner the advantages

which we expect to draw from the national development objectives. Also, we detail for them

how the outlined goals should be achieved. Also, when progress is made with reference to the

national development objectives it is also communicated to the citizens. All these are majorly

done by the use of language.

According to Olaoye (2007), languages in general perform the following role in

national development:

A. Instrumental Function: Language is used for getting things done. The Federal

Ministry of Information uses English and the Nigerian indigenous languages as campaign

tools for sensitizing Nigerians on any issue of national interest. Languages are used in the

training and retraining of civil servants, the academics, the lawmakers, while the politicians

are being re-branded through retreats all carried out through the instrumentality of languages.

The essence being to get these categories of Nigerians imbibe new socio-political, cultural

and economic ethos of a new Nigeria. The essence of law-making is also to sanitize the

nation so that it will be a peaceful place to live, and to create opportunity for justice, fair play

and equalitarianism. Constitutional reform can only be carried out through the use of

languages. The essence of this is to re-brand Nigeria and Nigerians. It is to control man’s

egocentric tendencies, greed, avarice and kleptomania. Lawmaking is a language- sensitive

activity or exercise. Responsible and responsive lawmaking is to save people from the

clutches of slavery, oppressive rule, corrupt leaders, tyrannical rulers, and to chasten men and

women of shady character who have given Nigeria a bad name.

B. Regulatory Function:- Language is used for controlling people’s behaviour, for instance

through: a. Prohibition, as in “don’t cheat”, “don’t urinate here”“don’t bribe”, “don’t take

bribe”, “don’t take what does not belong to you”, “don’t engage in examination malpractice”,

“don’t join bad gangs”, etc. b. Through threat of reprisal, especially if behaviour is not

stopped, as in “I will punish you if you do that again”, “you will go to jail if you don’t stop

stealing”, “you will be rusticated if you don’t stop cheating during exams”, etc. c. Through

disapproval of behaviour, as in “that is bad of you”, “No, stop it”, etc.

3. Language is the tool with which the diverse perspectives of individuals and groups, their

vital interests of all sorts are communicated to those in power. This makes communication,

facilitated in every way by language, a necessity for democracy.

4. Language plays a major role in improving Nigeria’s economy and can still play further

roles. The multiplicity of languages in Nigeria has served as a source of employment to a

good number of Nigerian people who serve as teachers of these languages. Also, another

group of Nigerians serve as translators in order to mediate communication between different

language users. This, equally, has served as means of employment to such people. Thus,

developing more Nigerian languages will help in no small measure in diversifying the

economy and creating more jobs for a new set of people.

5. The selection of language tools used to express thought reflects the priorities of a person or

for that matter a nation. The way language is acquired and then used can make a tremendous

difference in the success (or failure) of a person or nation. The quality and quantity of

language is a barometer of the intellectual health of the people.

ASSIGNMENT

Write extensively on the Role of Indigenous Languages in National Development.

WEEK 8

8.1 ENGLISH LANGUAGE IN NIGERIA

English language in Nigeria is a second language. It is a second language because

Nigerians already had their first language or Mother Tongue (L1) before the incursion of this

foreign language called ‘English’ into the country. Nigeria is a multilingual nation where

English Language has acquired the status of a second language to many people, while it is a

third language to others. It plays a significant role in education, politics, government

administration, the judiciary, economy and legislation.

English today can be regarded as the lamp with which the youths can travel through

the education tunnel (Ige, 2000). It is even now being referred to as one of the major Nigerian

languages (Ogundare, 2004). This is because its role as a unifying or integrating force is

obvious. It is a compromise language of communication in a multilingual setting since

political resistance to the choice of an indigenous language as a national official language has

foreclosed choosing any of the three major Nigerian Languages as a Lingua Franca.

English according to Adekunle (1974) is the linguistic and symbolic embodiment of

political power and authority. English is the vehicle of globalization, and through it came

information and communication technology (ICT) which has a pervasive influence on

education delivery. ICT, through television, radio and satellite communication, on-line

services, e-mail, computer teleconferencing, has brought the world to the doorstep of the

youths and other computer literate people. Education is basic to any form of development.

Since we cannot talk of education without the language through which the concepts are

expressed, English as the language of education in Nigeria contributes in no small way to the

rapid development experienced in Nigeria. There is no doubt that Nigeria, as a country has
benefited tremendously through the use of the English language to advance the development

of the country. Several scholars have attested to the international value of English language.

8.2 FUNCTIONS OF ENGLISH LANGUAGE IN NIGERIA

a) English as a Language of Trade and Commerce

Trade was one of the major factors which brought the English language to Nigeria. In the

country till today, the language has remained a language of trade and commerce. It facilitates

trade among people of different linguistic backgrounds (ethnic groups) in the country. In

addition to the local trading activities, the English language also serves the purpose of

international trade in Nigeria. It is a major means of communication between Nigeria and its

international trade partners.

b) English as a Language of Administration

The English language came to Nigeria partly through colonial administration. Since then, it

has been the language of political administration, the language of the civil service in the

country. Most, if not all, government affairs especially at the state and national levels are

conducted in English. Important government documents like the constitution are written in

English. In fact, it has become essential for any political aspirant in the country to be able to

speak English. Because of its roles in administration, English language is an official language

in Nigeria; it is the lingua franca of administration.

c) English as a Language of International Diplomacy

World-wide today, English is the language of international diplomacy. The conduct of

international affairs throughout the world is carried out in English. Also, some world

organisations like U. N. O, UNESCO and so on use English as their major means of

communication. In fact, to be relevant in world diplomacy these days, a country should be

able to use English. In this wise, we can regard English as a global language.

d) The Language of Education

English has been widely used in the propagation of education in Nigeria and this is

used in all facets of education. This seems to be the most important function of English in our

society. In all the levels of education in Nigeria, English language is the most widely used

language of instructions in schools. This has been given backing by the Nigerian Educational

Policy (1977) which makes it mandatory for the English language to be the only language of

instructions in our schools especially at the secondary and the tertiary levels. The indigenous

languages are often used mostly at the primary level of education, though rarely as every

school considers the English language as the only suitable language of teaching and learning.

e) The Language of the Media

The English language is the most extensively used language in the Nigerian media. When we

refer to the Nigerian media, we mean both the print and the electronic media. The print media

started in Lagos. As far back as nineteenth century, the Lagos Standard and the Weekly

Records were in circulation in Lagos. These papers were published in the English language.

There were other papers like Irohin in Abeokuta which was published in the Yoruba language

about the same period too. Apart from these early papers, majority of the daily newspapers

(like The Guardian, the Times, The Vanguard, The Punch, The Sun, This Day, The

Independent etc, today publish their news in English .

f) The Language of Science and Technology

The language of science and technology in Nigeria is English. It is true that most of the

names of chemicals and scientific formulae are written in English; perhaps the Nigerian
indigenous languages have not developed enough to handle some of these scientific and

chemical names. In information and technology, the language used is equally English. Since

science and technology have their bases in foreign countries, their terminologies have to be

transferred to us in the language of the country of origin which is obviously English.

WEEK 9

9.1 THE PROBLEMS OF ENGLISH LANGUAGE IN NIGERIA

Most often, language teachers at all levels of education in Nigeria encounter many

problems in their attempt at improving the teaching and learning of English language. Some

of the problems include: lack of resources for language teaching, inadequate knowledge of

current trends in the teaching and learning of a second language, inconsistencies in the

language policy provision on education, attitude and psychological problems on the part of

the learners and unprofessionalism in handling the subject. A few of the problems would be

discussed.

1. Problem of mother tongue (L1) interference in English language.

Second English language learners experience mother tongue interference phenomenon which

deals with problems a learner encounters when he transfers the acquired skills in his native or

indigenous language (L1) to his second language (L2). The problems can be syntactic

(grammatical), phonological (mispronounciation), semantic or morphological. E.g. My elder

sister is on her way home. (She is on her way home.). YORUBA- They are on their way
home. This is because in Yoruba there is premium place on respect, as a result of that the

pronoun ‘they’ had to be used to indicate respect for the sister, etc.

2. Intralingual problems are problems inherent in the English language itself. This

problem is more aggravated in a second language situation, such as Nigeria, where the

learners study it against the background of their mother tongue in which they have attained a

reasonable degree of competence. Learners of English as a second language, however,

encounter problems in learning the language as a result of its inconsistencies. In the English

language spelling for instance, the fact that one knows the spelling of a word is not a

guarantee that one will know its pronunciation. Nigerians encounter problems in spelling

because the spelling system in virtually all Nigerian languages are very simple due to the fact

that words are spelt exactly the same way as they are pronounced. Consider the following

names: Okeke, Adejoke, Musa, Erefagha, Ekaete, etc. They are pronounced exactly the same

way they are written. English names, however, are quite different, for instance in the

following English names: Leonard, Geoffery, Joseph, the ‘o’ in Leonard and Geoffery are

silent while the ‘ph’ in Joseph is pronounced /f/. The /s/ sound is pronounced in ‘salt’ but

silent in ‘isle’ or ‘island’. /b/ is prominent in pronouncing the word ‘bicycle’ but it is silent in

the word ‘dumb’ or ‘climb’,etc.

3. Language transfer (Interlingual). Language transfer gives rise to interlingual errors

which are based on the interference theory. The transfer of learner‘s first language patterns

into those of the second language constitutes one of the bases for interlingual interference.

When this transfer has a negative effect on the second language, then there will be problems.

4. Problem of shortage of specialist teachers in English. Another problem which English

learners encounter is staff shortage. The personality of the teacher constitutes a very

important factor in learning English as a second language. The reason is that the students
swallow hook line and sinker whatever information they gain from their teachers. Any

attempt to correct such misinformation automatically proves abortive because to them ‘the

teacher has said it’. A situation where an incompetent teacher teaches learners of English as

a second language is indeed very dangerous and very disturbing. Such learners will in turn

pass it on to their own students and the cycle continues.

5. Environmental Factors

The environment plays salient role in learning English as a second language. If the

environment is not conducive enough, students would find it difficult to read and

comprehend. The physical environment can affect learners emotionally. Many Nigerian

classrooms have leaking roofs, some are too stuffy due to poor ventilation; a good number is

situated underneath the tree shades with students/pupils squatting on the floor. In these types

of environments, no meaningful learning will take place because there are lots of distractions.

As such, the children may direct their attention to different targets in the learning

environment they find more interesting. Besides these, the English language is taught in an

environment that is considered inadequate for effectiveness and efficiency; an environment

that is filled with common errors often leaves the learner in a state of dilemma about the

usages that are considered acceptable and those that are considered unacceptable.

WEEK 10

ENGLISH LANGUAGE AND NATIONAL DEVELOPMENT

The emergence of the English language in Nigeria and its acceptance as the official

language has predominantly contributed immensely to the national development. Nigeria is a

multilingual nation where English Language has acquired the status of a second language to

many people. It plays a significant role in education, politics, government administration, the

judiciary, economy and legislation. English today can be regarded as the lamp with which the
youths can travel through the education tunnel (Ige, 2000). This is because its role as a

unifying or integrating force is obvious. It is a compromise language of communication in a

multilingual setting since political resistance to the choice of an indigenous language as a

national official language has foreclosed choosing any of the three major Nigerian Languages

as a Lingua Franca. English according to Adekunle (1974) is the linguistic and symbolic

embodiment of political power and authority. The salient roles the English language plays in

our country could be seen clearly in education, politics, social interaction, mass media, the

law court, and other areas too numerous to mention thereby contributing in its own way to the

nation’s development. These are discussed extensively below:

A. English language has advanced Nigerians economically. Locally, people engage in

trading and other business activities to increase their economic power and improve their

standard of living. This has been successful because of the use of English. Globally, people

engage in international businesses facilitated by the use of English. Again, the status of

English as a second language in Nigeria has attracted foreign investment.

B. English language provides a link to the global world. Being a major language of

communication in the global world, it offers people of this nation the benefit of participating

in global affairs. Access to adequate information is gained on a global level. English language

has also assisted technological development in Nigeria. English language is also the window

to the world of science and technology. It is the language used in space science and

computing technology.

C. In the educational sector, the knowledge of the English language is crucial. It is

pedagogically important in the whole school system from the upper primary to the tertiary

level of education. This is obvious as recorded in the National Policy on Education.

‘Government will see to it that the medium of instruction in the primary school is initially the

mother tongue or the language of the immediate community and at a later stage English.’

The English language is so important that all the textbooks used in all subjects except

the native languages are written in it. This in effect means that for one to be regarded as a

learned person, one must have some reasonable knowledge of the English language the fact

still remains that Nigerians cannot make out any meaningful input as regards development

without any recourse to the utilization of the English language.

D. Politics: The political role of the English language in Nigeria started in 1882 when the

colonial masters saw the need to train individual to render sensitive and important

government services. The English language plays a vital role in the Nigerian body politics.

Candidates for political parties for example read their political manifestoes, print their

handbills and posters in English. Inability to speak the language automatically makes the

candidate to lose his or her mandate. The English language played a conspicuous role in the

fight for Nigerian independence. Various government documents including the constitution

of the country are written in English. All the national dailies and political gazettes also appear

in English. Without the use of the English language, activities in various government houses

in Nigeria would definitely crumble.

English is the vehicle of globalization, and through it came information and

communication technology (ICT) which has a pervasive influence on education delivery.

ICT, through television, radio and satellite communication, on-line services, e-mail, computer

teleconferencing, has brought the world to the doorstep of the youths and other computer

literate people. ICT is therefore a source of youth empowerment, and hence a tool for

national development. Through the internet and world news, accessed through English,

western democracy has become a regular menu on the nation’s political agenda. Political and
language education, made possible through globalization, has started to open people’s eyes to

such issues like the value of peace, justice, freedom, equity, dialogue, compromise, tolerance,

reciprocal respect, the essence of following the rule of law, constitutionality and due process,

and the need to imbibe the culture of reform. These are some of the ingredients for national

development.

WEEK 11

11.0 LANGUAGE AND SOCIETY: LANGUAGE AND CULTURE

Culture is a product of the human mind and it is defined, propagated and sustained

through language. The Concise Oxford Dictionary defines culture as “customs, civilization

and achievements of a particular time or people.” In general terms then, culture defines a

people’s way of life. Indeed, it can be considered as the sum total of norms and values

espoused and cherished by a particular people. If values are patterns of behaviour, norms are

standards of behaviour.

Culture is the totality of ways and manners people live their lives and be able to make

sense of their existence. Every group and society has cultures that constitute the framework

for their lives and behavioural patterns. Hence the linguistic, social and economic

performance of nations can only be best appreciated and explained against the backdrop of

the prevailing cultural domains. Byram’s (2008) version for culture defined as “shared
beliefs, values and behaviours of a social group”, where social group can be a family at a

micro level and a nation at a macro level.

Language serves as an expression of culture without being entirely synonymous with

it. In most cases, a language forms a basis for ethnic, regional, national or international

identity. A language can be defined as a system of signs (verbal or otherwise) intended for

communication. It is a system since its constituent components relate to each other in an

intricate and yet organized fashion. Again, it is intended for communication, for it can be

safely assumed that we speak to pass on information to others.

11.1 LANGUAGE AND CULTURE: THE LINK

The relation between language and culture is symbiotic Language encodes the values

and norms in a given society and also gives full expression to people’s values and norms, and

since values and norms are dynamic by nature, language has to be in tandem with cultural

transformations. Technological, political, economic and social innovations require language

to enrich its lexicon to capture the new realities. Indeed, our minds create mental

representations of values thanks to language. The death of a culture will almost certainly be

followed by the demise of the language associated with that culture.

Risager (2006) explores the link between language and culture when a communicative

event takes place; by communicative event she means any social event, which also refers to a

cultural event, so the best term is socio-cultural event in which languaculture (Agar, 1991)

is used in a local integration with discursive and other cultural flows. She analyses the

relationship between language and culture from three different perspectives: sociological,

psychological and linguistic.

 In the first perspective, language and culture can be separable, since it is possible for a

language to express or create, as Kramsch (2009) would say, different realities or cultures. In

the psychological perspective these two are inseparable, since an individual carries all the

linguistic and cultural experience within oneself. The third perspective is valid only in the

practice of linguistics where language is analysed outside of its cultural context. The relation

of culture and language is the way they share human values, realities and behaviours of a

social group. Culture is a product of the human mind and it is defined, propagated and

sustained through language. Language serves as an expression of culture without being

entirely synonymous with it. In most cases, a language forms the bases for ethnic, regional,

national or international identity.

Language, as it is generally known (Aliyu 1999, Obot 2002), performs several

functions. It allows the individual to a full membership of his community and equips him

with the power of self-expression, which makes him a complete human being, since its

absence, even in part, renders the individual incomplete. It also provides a medium for inter-

personal communication for the different members of the society. But beyond all these

functions, language acts as a vehicle whereby the culture of the society finds verbal

expression. It is this strong bond between culture and language that has prompted analysis to

compare their co-existence to that of the body and soul.

Indeed, Ifemesia (2001) conceived of this relationship in terms of a symbiosis:

“Culture can hardly be fully developed and applied outside language and conversely language

and culture are coeval, and are meaningful and comprehensible only in the context of each

other.’’

WEEK 12

LANGUAGE AND POWER/ LANGUAGE AND TECHNOLOGY

12.0 LANGUAGE AND POWER

Language is delineated as “a social practice” (Fowler 61), by which power relations

are established and sustained. This supports Fairclough’s (1989) view that power is not only

built and sustained via coercive means (by force), but also via indirect ways (the use of

language). Besides institutional power, or the power exercised by entities that are overtly

recognized for holding a position of authority (the police, for example), there also exist other

types of power relations: between family members, between educated and uneducated people,

and so forth. Individuals and groups in this category of power relations use language as their

main tool for maintaining status and power. Other scholars, namely Fowler (1985) and

Kramarae, Schultz and O’Barr (1984), have supported the view that power is developed and

maintained via interaction (the social practice of language). These scholars argue that

language or discourse serve to construct and manipulate concepts of power in society. The

discursive construction of power by institutions and individuals can also lead to changing

social practices and realities (Mayr 4). The way institutions and individuals use language to

consolidate and promote their ideological interests, or simply to preserve their authority over

other institutions and individuals, changes social relationships (between married couples, for

example) or social practices (e.g., the way one does his/her work). Fairclough (1989), Fowler

(1985) and Kramarae, Schultz and O’Barr (1984) all agree that language is “a social

practice,” and that power is constructed and developed via social interactions marked by

hierarchy and asymmetry. However, we can still draw a distinction between two different

uses of language in the context of power relationships: language as public discourse, and

language as private discourse (Bielsa and O’Donnel 1). The former refers to the language

used by powerful public institutions through the mass media. The power exercised via this

public use of language usually stems from to governments and political parties. Those

powerful institutions use language or “public discourse” (Dijk 84) to construct and promote
their dominance, by producing knowledge about society and advertising a given social

practice (Mayr 3).

To understand a language, then, is to live within it and its culture. Languages evolve as

cultures and people evolve. There is no power without language and there is no language

without power. Every single sentence, meaning and symbol means something, but depending

the language the variation in ensured. Language is power because language is

communication. Through the control of the language a good communicator is able to get

whatever is wanted, the power how to get things through language will exist as long as the

correct words are used, depending how the aims and the ideas are expressed. Manipulation

can take place by using correct words and so by using a suitable language. We create ideas

and these ideas have to be sold, it is a matter of language exchange, an exchange of ideas. A

good command enables us to have a greater self-expression. Language is knowledge and

knowledge is power. This way, the more able we are to express ourselves with accuracy and

knowledge, the more power we will get, language is power. Language is not only a tool to

express one’s point of view, it is also used to assert power and dominance in various

situations. Language choice can therefore be a highly political and challenging decision .

Talbot, Atkinson, and Atkinson (2003) have argued that ‘[l] language is crucial in

articulating, maintaining and subverting existing relations of power in society, both on global,

national and institutional levels and on the local level of interpersonal communication’ (pp. 1-

2). It can give status, be used to oppress opponents, and spread ideals.

12.1 LANGUAGE AND TECHNOLOGY

Technology has always been an important part of teaching and learning environment.

It is an essential part of the teachers’ profession through which they can use it to facilitate

learners’ learning. When we talk about technology in teaching and learning, the word
‘integration’ is used. With technology being part of our everyday lives, it is time to rethink

the idea of integrating technology into the curriculum and aim to embed technology into

teaching to support the learning process. That is to say, technology becomes an integral part

of the learning experience and a significant issue for teachers, from the beginning of

preparing learning experiences through to teaching and learning process (Eady & Lockyer,

2013).

Technology has been defined by different researchers. According to İŞMAN (2012),

it is the practical use of knowledge particularly in a specific area and is a way of doing a task

especially using technical processes, methods, or knowledge. The usage of technology

includes not only machines (computer hardware) and instruments, but also involves

structured relations with other humans, machines, and the environmen Technology is an

effective tool for learners. Learners must use technology as a significant part of their learning

process. Teachers should model the use of technology to support the curriculum so that

learners can increase the true use of technology in learning their language skills (Costley,

2014; Murphy, DePasquale, & McNamara, 2003). Learners’ cooperation can be increased

through technology. Cooperation is one of the important tools for learning. Learners

cooperatively work together to create tasks and learn from each other through reading their

peers’ work (Keser, Huseyin, & Ozdamli, 2011t. Some studies have been done on the

advantages of using technology in English language teaching and learning. Hennessy (2005)

stated the use of ICT acts as a catalyst in motivating teachers and learners to work in new

ways. The researcher understood that as learners become more autonomous, teachers feel that

they should urge and support their learners to act and think independently. The application of

Computer Assisted Language Learning (CALL) changes learners’ learning attitudes and

enhances their self-confidence (Lee, 2001).

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