CURRICULAR IMPLICATIONS OF TEACHING SCIENCE MATHEMATICS AND TECHNOLOGY EDUCATION IN MOTHER TONGUE IN NIGERIA'S SCHOOL SYSTEM

Abstract

A recurrent challenge in the enhancement of quality education in Nigeria is the choice of language of instruction. Whereas many preferred teaching in Mothertongue medium, others consider the international lingua franca – English language as the best medium for teaching any subject to any student. The role of Mother Tongue as the language of instruction at least at lower level of education was clearly stated in the National Policy on Education. However, implementing this policy has faced various challenges in Nigeria. This paper discusses this issue of Mother Tongue and its curricular implications in teaching Science, Mathematics and Technology education in Nigerian Schools. Although UNESCO declared in 1958 that it is axiomatic that the best medium for teaching a child is his mother tongue, African countries have not invested enough in ensuring that languages of their communities are used as medium of instruction in Science and Technology Education. The position of this paper is that concerted efforts have to be made to ensure learners in Nigeria are encouraged to use their mother tongue or language of their immediate community in their education. The paper, therefore advocates that regions or states in Nigeria should develop their policy on education and a curriculum that takes cognizance of Mother tongue language of Instruction using any language of its choice at all levels of its education to leapfrog development in Science Mathematics and Technology Education.