The Cost of English

Abstract

The role of language in education remains a contested terrain in postcolonial Africa, where the legacies of colonialism continue to shape national policies and classroom realities. In Nigeria, English functions as both the official language and the medium of instruction, particularly in primary schools, despite the country’s vast multilingual heritage. This paper interrogates the costs of privileging English in Nigerian primary education, examining its implications for learning outcomes, identity formation, and cultural continuity. Drawing on postcolonial language debates (Ngũgĩ wa Thiong’o, Chinua Achebe, Ayo Bamgbose), sociolinguistic theory, and the Nigerian National Policy on Education, the study critically reviews policy documents, existing literature, and empirical reports from international organisations such as UNESCO and UNICEF. The analysis reveals a persistent gap in policy, which recommends mother-tongue instruction in the early years, and practice, where English dominates due to parental pressure, prestige, and lack of resources for indigenous languages. The paper argues that the dominance of English imposes significant costs: it undermines comprehension and learning, alienates learners from their linguistic and cultural identities, and reproduces structural inequities between social classes and regions. At the same time, it acknowledges the pragmatic role of English as a global lingua franca and a tool of socioeconomic mobility. By foregrounding the “cost” framework, this study contributes to the growing body of scholarship on language and education in Africa, presenting fresh insights into the intersection of policy, pedagogy, and identity in Nigeria. It concludes with recommendations for strengthening mother-tongue education toward inclusive and culturally rooted learning.