Language Policy and Planning for Education in Cameroon and Nigeria
Academic Leadership - Online Journal,
Vol. 9 No. 2 (2008): Vol-9-Issue-2-February-2008
The goals and overall philosophy of education in any nation is the pre-requisite to the formation of
language policy and planning for education. Language generally is always a crucial phenomenon and it
becomes more crucial and controversial when it has to do with formulation of policies in education
(Dada, 2005) part of the reason for this is simply because most of the language problems in many
African countries are colonial legacies. The language problem is even volatile in some African
countries like Cameroon and Nigeria. As it is going to be expanciated in this write-up, both Cameroon
and Nigeria are linguistically fragmented countries. This has affected the language policy and planning
for the education of the two African countries (Oyetade, 1995).
Further still, these two countries have not escaped the problem of which language to be used as a
medium-of-instruction for education still plaguing most other African countries and this is a major
breakdown in the process of achieving educational goals and objectives of the two countries.
However, the formulation of a national language policy is one of the major ways through which most
countries proffer solutions to language problems; surprisingly, when these policies are made in most
African countries; they are not explicit enough and then becomes very difficult to implement because of
ethnic loyalty and political interpretation frequently attached to them at implementation state of the “so
called policies” (Obanya, 2009).