The role of language in traditional and formal education and it's implication for language Teaching and learning in Nigerian schools

Abstract

The role of language in education is enormous. As a means of communication, it determines to a large extent the success or otherwise of any educational programme (Unoru-Onwuka, 2002). Language enables a learner to acquire knowledge and necessary information about events and situations around him. As Osokoya (2005) put it, "we find it difficult, if not impossible, to think without using language, because language facilitates our thinking". Okedara (1997) as cited in Osokoya (2005) observes that language in the Nigerian context serves as an instrument of communication and education. It is important to note that traditional education is the major mile stone in the history of education which occurred in the prehistoric times with the development of language and cultural transmission. Then, young people did not have the opportunity to enjoy formal teaching by professional teachers, but through apprenticeship, a person or specifically young people learned how to build a shelter by working with older and experienced master builder. Lots of work such as hunting, pottery etc. were learnt. This happens to be the oldest form of education in Nigeria. On the other hand, formal education is different from the above in that it's institution basically are rigidly structured, standardized and teacher centred. It involves the efforts of professionally trained teachers to educate the young ones and make them responsible citizens of the society. However, the engine that drives the vehicle of education either traditional or formal is nothing but language. This paper therefore focuses on the role of language in traditional and formal education, with special interest on the Nigerian situation.