By Guest Writer
As someone who has spent years within the primary education system, both as a teacher and community member, I have witnessed the powerful role language plays in shaping a child’s learning journey. Using Indigenous languages in primary schools presents both powerful opportunity and complex challenges.
One of the most significant benefits of using Indigenous languages in primary education is that it immediately makes learning more accessible. For many children entering school is their first encounter with formal learning. Children learn best in a language they understand. When lessons are delivered in a familiar tongue, especially in the early years, comprehension deepens. It is easier for a child to grasp new things when they are not also struggling to decide an unfamiliar language. I have seen children who appeared shy and withdrawn suddenly come alive when lessons are delivered in their mother tongue.
Moreover, Indigenous language instruction strengthens cultural identity and self-esteem. Language is not a medium of communication – it is a vessel of tradition and history. When a child hears their mother tongue valued in the classroom, they feel seen and respected. This fosters pride which in turn motivates learning and participation. This creates a strong foundation for literacy, numeracy and general learning.
Using local languages also help to keep our culture and identity alive. When children learn in their mother tongue, they also learn stories, songs and traditions that are important to their communities. This builds pride in who they are.
Studies show that starting school in local languages help children become better readers and writers. Later on, they can learn other languages more easily too.
Despite these benefits, the implementation of Indigenous languages in primary education faces several obstacles. The first and the most discouraging is the lack of trained teachers who are both fluent in indigenous languages and skilled in teaching. In many cases, speakers of the languages are elders who may not have formal training in education.
On the contrary, those who have formal training in education may not speak the local languages fluently. Therefore, without the right training, the quality of teaching can suffer.
Additionally, another challenge is people’s attitudes. Some parents believe that only national or international languages will help their children succeed. They may think using the mother tongue in school is a step backward. This belief can stop schools from fully supporting mother tongue education.
Government support is often weak. While some countries have policies promoting local languages, they do not always provide the money or training needed to make it work in real classrooms.
And then there is the issue of learning materials. Many schools don’t have enough books, posters, or charts in local languages. Sometimes, there simply are not words in the language for modern concepts like ‘computer’.
So how do we make it work?
First, we need strong political will – government must invest in teacher training, materials and community engagement.
Second, schools need help choosing the right languages for their regions especially where many languages are spoken like Nigeria. And finally parents and communities need to understand that using that mother language is not a step backward. it is a leap forward.
Conclusively, teaching in indigenous languages can make a big difference in early education. It helps children understand, feel confident, and stay connected to their culture. But to succeed, we must solve problems like poor resources, lack of training and negative attitudes.
With the right support, we can turn classrooms into places where all children, no matter their background can thrive.
ADEBISI-YUSUF, NOIMOT AYOBAMI
