PEPI:

In this paper, we discuss about English in Nigeria or commonly called as Nigerian English.
Nigerian English is not an official language, but it is the first language for the young generation
of Nigerians. So that, Nigerian English has its own position in the educational system in Nigeria.
Here we argue that the English version used by Nigerian-educated people is accepted and
taught in the educational system there.

Nigerian English is used by the educated Nigerians in and outside Nigeria. Educated describes
Nigerians people who are able to use language to understand a passage, listen towards others,
express them in writing, and speak. Even though, all educated Nigerian people do not speak in
exactly the same way, the language variety of Nigerian English has some common features. In
some regions, formal education is often used to classify the English varieties of Nigeria. In terms
of regions, there are some different varieties of English in Nigeria: Hausa, Yoruba, Ibo, Efik,
Urhobo and other varieties. Each regional variety has its own linguistic variations (differences)
and similarities one to another.

AMEL:

The National Education Policy (NPE) in Nigeria has established rules (1977) and then revised in
1981, 1998 and 2004, that English is given an instructional language role from the second year
of a six-year basic course. In addition, English also should be taught as a school subject directly
from the first year of primary education. This constitution also has rules which recognizes one
of Hausa, Igbo and Yoruba (larger languages ethnic groups in Nigeria) as an additional language
of an official processing other than English as soon as its implementation is properly.

So that, high school students are proposed to learn one of these three Nigerian languages in
addition to English and their first language, if one of those three languages is not their mother
tongue. However, these national policies cannot be said to be operated fully. For instance, in
urban primary schools, instructions are given in English right from the first year of primary
education, while the switch to English in the fourth year of primary education hardly operates
even in the remotest area schools because of the difficulties of having teachers. The result above
shows that English has its own positions and enjoyed a pride of place in Nigerian society.

MERRY:

The NPE has developed the prominence by recommending its being taught right from the first
year of primary education. The result is that even the old woman in the remotest village in
Nigeria who has never been to school can boast of a few English words and sentences. For
example, an illiterate old woman whose grandchildren made so much noise because of a
continuous chattering in English once screamed:

‘Yak nkop nkpo mmuyom iko mbakara ndufo ami- Nonsense!’

(Let me hear with your noisy chatter in English- Nonsense?)

Clearly, the older generation who are apparently getting angry with the use of English by the
younger generation cannot finish a sentence without a word of English.
SILVI:

With the increased level of literacy in Nigeria and the increasing number of English users in
Nigerian society, it is estimated that by the middle of twenty-first century, Nigerian English may
have two main varieties: the standard variations used by everyone, including the educated
Nigerians, outside the official circles and many non-standard varieties. Non-standard varieties
are likely to reflect the language of the communities in which they developed. Most of it would
be understood by people who share the same language with speakers and some of it by other
Nigerians who may not understand the words that are coded from Nigerian. So that, the current
geographic variation is largely an attempt to create standard variations with the obstruent
especially on accents.

The point being made here is that the Nigerian (nativised variety) is now being taught in schools
and used by products of the school system and, following observable trends in language change,
is likely to be sufficiently different from standard British English to deserve the name ‘Ninglish’

ODI:

In this paper, we have discussed the place of English in the National Policy of Education. It has
been noted that English has its own position and it has been given a pride of place in the
Nigerian educational system and, unofficially, it has even become the lingua franca in Nigeria
and the first language of the younger generation. Rather than entertain the vain hope of doing
away with English in Nigeria, we suggest the acceptance and teaching of a domesticated
Nigerian variety. It is recommended that the Nigerianised versions in the other aspects be
accepted and taught to give Nigerians a viable variety of English like those in other parts of the
world, for identity.