The Future of French in Nigeria's Language Policies

Herbert Igboanusi · Martin Pütz

8 citations0/0 files storedJournal of Multilingual and Multicultural Development

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Linguistic and Sociocultural Studies Multilingual Education and Policy Second Language Learning and Teaching

Abstract

In a surprise announcement in December 1996 in a speech at the Nigerian Institute for International Affairs, the late Nigerian Head of State, General Sani Abacha said ‘Nigeria is resolutely launching a programme of national language training that will in a short order, permit our country to become thoroughly bilingual’.1 1. General Abacha's idea of Nigeria becoming ‘thoroughly bilingual’ should not be interpreted as being a parallel with the situation in, for instance, Canada, where official bilingualism is practised to mean that the majority of the population speak either English or French as a first language. Most Nigerians who speak English are already bilingual in both English and a Nigerian indigenous language. Bilingualism here could mean the recognition of another non-indigenous language to serve some official functions. General Abacha's pronouncements and decisions finally led to the recognition of French as a second official language and made it compulsory in schools (see section 1, No. 10 of the National Policy on Education 1998). Following the officialisation of French in the country, several developments have taken place with regard to the promotion of the language. The present study undertakes a quantitative investigation of the attitudes of 300 educated Nigerians towards the policy. It measures their level of awareness about this policy and critically examines the implications of the policy for some language planning issues in the country. It also assesses the extent of the impact of the policy on the French language promotion in Nigeria and goes ahead to predict the future of the language in the country. Results of the questionnaire survey show that the respondents are favourably disposed towards the policy on French and have positive attitudes towards the language.

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