Decolonising the medium of instruction in education in Nigeria

Colonialism established English as both the official language and the primary medium of instruction in Nigeria, often at the expense of various Indigenous languages. Scholars have noted the detrimental effects of this shift on the quality of education, while others have pointed to its advantages within and beyond the educational sphere. The decolonisation of instructional language in Nigeria presents an opportunity to mitigate the negative legacy of English as a colonial artifact, while still preserving its global advantages. This article draws on data from an evaluation of a British Council project that adapted Shakespearean plays into Pidgin English. It explores how a capabilitarian approach could serve as a useful framework for decolonising the medium of instruction in Nigeria and promoting a locally spoken variant of English. The potential benefits of this approach are significant, as it can alleviate the challenges learners face in understanding the standard version of English imposed by colonial rule in formal education.