Teachers’ Readiness to Teaching Science and Mathematics using Mother Tongue at Nigeria’s Basic Education Level: Implications for Policy Implementation

Abstract

The choice of language of instruction has been a recurrent issue in the enhancement of quality education in Nigeria. UNESCO declared in 1958 that it is axiomatic that the best medium for teaching a child is using his mother tongue. However, in Nigeria and many other African countries, the adoption of this recommendation has not received the required attention and implementation thus, investment have not been sufficient enough in ensuring attainment of this regulation. In Nigeria, the role of Mother Tongue or first language of instruction was clearly stated in the National Policy on Education. With the recent declaration of the Minister of Education regarding implementing the policy, teachers’ readiness or preparedness is relevant and germane. Therefore, the paper discusses this issue of teachers’ readiness and its implications for teaching Science and Mathematics using Mother Tongue at Nigerian Basic Education level. The position of this paper is that the government should drive a policy that will encourage teachers’ especially at the lower level (basic education) that will encourage readiness towards adequate preparation for the use of the child’s Mother Tongue or language of their immediate community in teaching Science and Mathematics subjects. The paper, therefore, advocates that states in Nigeria should implement the National Policy of teaching in Mother Tongue and put in machinery for training of Science and Mathematics teachers to develop the skills, cognition and attitude for implementation of the National School Curriculum at the Basic education level using the Mother Tongue in Nigeria.