Foreign languages and human development in Nigeria

In every part of the world, thoughtful members of the human community are recognizing that our earth and its people are crossing the threshold of a new era of global inter-relatedness and of mutual need. While it is impossible to foresee with precision what the future holds, many of the developments that are shaping the closely interlaced world of the nearest future can be identified readily. These developmental forces have a definite and direct bearing on foreign languages acquisition for politico-economic, scientific and technological, as well as human development.

Furthermore, it is an undeniable fact that language is the main means whereby people communicate. Also, it is ironically the main means whereby people fail to communicate. The discovery that language can be a barrier to communication is quickly made by all who travel, study, govern, or sell. Whether the activity is tourism, research, government, business, or data dissemination, the lack of a common language can severely impede progress and can halt it altogether. Although communication problems of this kind must happen thousands of times each day, very few become public knowledge. Publicity comes only when a failure to communicate has major consequences such as strikes, lost orders, legal problems, lost possible job opportunities, or fatal accidents-even, at times, war.

A reported instance of communication failure took place in 1970, when several Americans ate a species of poisonous mushroom. No remedy was known, and two of the people died within days. A radio report of the case was heard by a chemist who knew of a treatment that had been successfully used in 1959 and published in 1963. Why had the American doctors not heard of it, seven years later? Presumably because the report of the treatment had been published only in journals written in European languages-other than English. 

Although such a communication failure-generated calamity has not been reported in Nigeria, the inability of the majority of Nigerians to speak foreign languages such as French, and Arabic has been resulting in occupational loss to them. It is causing and is likely to cost many Nigerians inter-regional as well as international jobs, including those that are statutorily allocated to Nigerians in the future. Moreover, Nigeria risks losing such plum offices to other nations in the future unless something urgently is done to correct the apathy of Nigerians towards the learning foreign languages, especially Arabic and French both which are pervasive on the African continent.

The Status of Arabic Language:

Of the world reputable major languages, Arabic assumes an important position. It is a language spoken in a broad belt extending from the Arabian Peninsula on the Atlantic Ocean. It is the official and home language of over two hundred million people in the entire Arab world, as well as the language of other one hundred and fourty million people in some non-Arab countries. On the African continent, Arabic is natively spoken and officially used in ten countries, namely, Egypt, Algeria, Libya, Sudan, Tunisia, Morocco, Mauritania, Somalia, Djibouti, and Chad. In Asia, it is the official and the mother tongue in Saudi Arabia, Oman, Bahrain, Qatar, Kuwait, the United Arab Emirate, Iraq, Lebanon, Palestine, Syria, Jordan and Yemen. Even it has an official status in Israel.

As the home language, Arabic is spoken in Ethiopia, Mali, Nigeria (Shuwa Arabs), Niger, Turkey, Iran and Afghanistan. Besides, the language is the sole tongue utilized by twenty-four non-Arab Muslim countries with a population of about one billion people as a vital spiritual component of daily life. It is also an important immigrant language in France, the United States, and Canada. Interestingly, the consequential, indispensable roles of this language in continental and international politics, economies and financial activities have made it one of the official tongues of the Organization of African Unity (OAU), the Organization of Petroleum Exporting Countries (OPEC), and the United Nations Organization (UNO). Thus, Arabic studies is witnessing a tremendous influx of European and American learners owing to its great benefits to students of International business, Political science, International law, and the humanities. Ancient archaeology and monuments such as the pyramids, sphinx and other sites in Egypt and other Arab countries as well as a vast body of literature adds to the significance of Arabic.

At this juncture, there exists a rampant misconception about Arabic language as synonymous with Islam due to the former great affinity with the latter. Although, Koran was revealed in Arabic, it does not mean that the language should be exclusively circumscribed to the Muslims. Arabic is a language on its own right. It is very useful for diplomacy and business activities in the Arab world in particular and the Islamic world in general. Elaborating on the global importance of Arabic language, Brosnaham (1963:13) remarks that:

“It is today the main, and in most places the only, language of this whole area. In addition, as the language of the Koran and a rich literacy inheritance, as the language of learning and of the law, it is the classical lanaguage of the religion and the educated through the whole Islamic world that stretches far beyond these boundries. It is without question one of the greatest languages of the world.”

Curiously, in a short dialogue between the an American student of Arabic and the researcher at the American University in Cairo (AUC), Egypt, on why learning Arabic which is stereotypically tied to the Islamic faith and believed to be an exclusively Muslims' language, the student stated that:

“It is nonsensical to confine any language to any religion. As an American, I am studying Arabic because the American people believe in diplomacy and business. Because of the production of oil and related petro-chemical industries, worldwide interest in the economies of most of the Arab countries is obvious, the student added. “

Based on this utterance, I believe that Nigeria's stature in contemporary continental and international political and economic orientations call for the adoption of Arabic together with European languages such as English and French which the country relies on for contacts with African and Middle Eastern Arabic-speaking states.

The significant impact of Arabic on world politics and affairs is further manifested by the strategies adopted by some Asian countries such as China, Indonesia, India, Malaysia, Pakistan, Brunei, Thailand, the Philippine, Japan and South Korea. These countries conduct both their diplomatic and commercial contacts with the Arab world in Arabic language. According to a credible source from the American University in Cairo (AUC), the Indian, the Japanese, the Belgian, and the United States of America's embassies in Egypt send some of their staff every year to the AUC to study Arabic, and them place them at their embassies in different Arab countries. In a contact with some of those diplomats during the researchers' observation class task, we had series of talks on their respective governments' rationale for sending them to study Arabic. From the talks, I realized further the necessity of Arabic language in official missions in the Arab world. In a conversation with one Japanese diplomat on the significance of language proficiency to their job, the diplomat said:

How can we successfully deal with people of a given country with which we do not share a common language and culture? Diplomats are more in need of major languages spoken in their working country. We should know how to deal with people who come to our ways at the embassy or elsewhere. If we can neither speak nor understand Arabic, it implies that we should hire a translator. By hiring a translator, we should have a great deal of sensitive secrets of our country revealed to our translator who might not be from our country. In a concise manner, hiring a translator would imperil our national interests and security.

Therefore, if national interests and security are the parameters for which international relations are fostered and foreign policies are shaped, the Nigeria foreign policy makers should take into account the improvement that languages accrue to diplomatic and economic relations. Without any doubt, Nigeria is not ready to dispense relations with the 22 Arab-speaking countries in the world. Hence, in order to employ appropriate political principles, Nigerian leaders should give a deep consideration to the success inherent in diplomacy enhanced by language.

The Status of French Language:

French is the mother tongue of seventy-five million people, of whom sixty-three million are Europeans. It is the official language of five European countries, the first language of ten million people outside of Europe, and the only language other than English which is spoken on five continents. Furthermore, one hundred and twenty million francophone in fourth-five countries use French every day, and two hundred million people from around the world understand, speak, read or write French. Since the eighteenth century, French has competed with English as the international language of diplomacy. It is now the second official language of the United Nations and the European Community.

On the African continent, there are eighteen countries where French is the official language, one where it is one of two official languages, and then there are the three of the Maghreb, where, for solid political reasons, Arabic alone is the official language, but where French has a powerful presence. The total population in these countries is over two hundred and fifty four million people. Other countries, like Egypt, have official ties to the Agency Intergovernmental de la Francophone. In spite of the fact that only those who are literate actually communicate in French in most francophone Africa, French is directly and indirectly the communication key to a quarter of a billion people in an enormous expanse of this great continent.

Geographically, Nigeria is surrounded by French speaking countries, a situation that makes it imperative for other citizens to take French as a second official language. Also, with increasing globalization, which has reduced the world to a global village, nothing stops Nigerians from having a working knowledge of a third or fourth international language. With democratization, Nigerians are looking forward to an influx of foreign investments. This means that Nigeria’s national business will be interacting more with international businessmen from all over the world. There is, therefore, the need for them to be able to work effectively in the international business community. Such a progress will not be fully materialize unless a confidence nurturing mechanism embodied in having a shared common language, which has been attested to by experts as a key factor in promoting the pace of mutual understanding among trade associates, is firmly established.

French is a gate to plum offices:

French is the most disqualifying factor by international offices. This claim is substantiated by the French government’s perpetual linguistic stipulation over its approval of the Africa’s candidates for the post of Secretary General at the United Nations Organization. In other words, fluency in the French language was made a condition for gaining the French government’s political support to the UN secretary general position, because it is the second widely used language at the organization. This reputable international post should have been occupied by Nigerian candidates due to the country’s position in Africa. Unfortunately, the mono-lingual nature of the majority of Nigeria’s experts in various fields, most of whom have been certified to be the best in the world, made them lose such a prestigious office to the immediate past and incumbent Secretaries General of the United Nations Organization, the Egyptian polyglot, Dr. Boutros Ghali, and the Ghanaian diplomat, Mr. Kofi Annan, both who are well-versed in French language.

Empirical studies have confirmed that while any language will be useful for some jobs or for some regions, French is the foreign language that can be useful throughout the world. French as a foreign language is the second most frequently taught language in the world after English. When deciding on a foreign language for work or school, French is the language that will give you the most choices later on in your studies or your career. In what follows is a number of important International Organizations in which French along with English is one of the few official or working languages:

• The United Nations
• The International Monetary Fund
• United Nations Educational, Scientific, and Cultural Organization (UNESCO)
• Worldwide Postal Services

• International Health Organization

• International Council of Nurses
• World Innovation Forum
• The International Labor Bureau
• International Center for Human Rights and Democratic Development

• World Heritage Information Network
• International Council of Sport Science and Physical Education
• Federation International de Gymnastique

Regionally, among the criteria for appointment to top offices in sub-regional organizations such as the Economic Cooperation of West African States (ECOWAS), is fluency in the two prominent sub-regional lingua Franca, English and French. A well-traveled and well-educated Nigerian candidate who holds a Ph. D. in International Economic Relations from a Bulgarian university recalls how he was persistently booed by colleagues at the ECOWAS over his inability to speak French fluently. This reaction, of course, is justifiable when taking into account the meager chances of communication such a person would be able to conduct with non-English-speaking member countries. Also, such a person cannot use French to develop international contacts, nor can he/she communicate via the Internet.

Based on this regretful incident as well as several others, I think the time has come to try to move the foreign-language learning situation forward. The new democratically elected government in Nigeria under the leadership of His Excellency President Olusegun Obasanjo should adopt a new foreign-languages learning policy in order to develop Nigeria’s human resources in the next century. In our schools, French and Arabic should be made compulsory at the early stage of education. For business purposes, industrial companies must also start teaching foreign languages to their employees in in-service training programs. It is now much more readily appreciated that marketing efforts can be delayed, damaged, or disrupted by a failure to take account of the linguistic needs of the customer, or look after one’s own linguistic interests abroad (in such areas as patenting and trade-mark control). For students interested in business and sales, it is important to know that France has the world’s fourth largest economy. Students who want an advantage in the business world need to pursue the study of commercial French college. The misconception that French is not an important tool out in the "real world" is one that seriously undermines interests, enthusiasm, and enrollment. Thus, it must be corrected.

We need to remind students who like the arts, dance, the food industry, fashion a beauty products, or advertising that all of those professions rely consistently on a vocabulary based on French. The basic lexicon used in all of those fields originates from French and is a needed tool for those who want to rise beyond the lower level of those professions. French is a language of culture, politics, diplomacy, art, fashion, publicity, dance, technology, science, and cuisine. It could mean the difference between getting that job and not, between keeping that job or not, and between rising in that job or not. A crusade for foreign-languages learning is not limited to French and Arabic. However, other world major languages such as Spanish, German, Portuguese, and Italian are of immeasurable values to Nigeria's vital interests. The acquisition of French and Arabic are only advocated because of their outstanding presence in Africa. To this end, the present administration must start now. If we want the situation to change during the next ten, twenty or thirty years, then, in my perspective, four guidelines should be observed:

The first foreign language must be taught at the primary level.

Foreign languages are taught in order to encourage an empathetic understanding of other nations and cultures; and because this is most effectively achieved with young children, we should make special efforts at the elementary school level. In some European countries like Austria, Finland, Luxembourg and Italy, a second language is introduced in primary school and a third language, in middle school. The question arises as to whether there are advantages in an early foreign-language teaching. There is sufficient evidence from research that young children can achieve success unsurpassed by any other age group. In pronunciation they can establish a sound basis for life-long foreign language use. But not only linguistic considerations speak in favor of an early start. We know that bilingual children can be superior to their monolingual peers in verbal and non-verbal behavior. This shows that early bilingualism might affect the very structure of the intellect.

Intellectually, children’s experience with two language systems seems to give them greater mental flexibility, superiority in concept formation, and a more diversified set of mental abilities. Early language experience may be the factor that determines the language aptitude which stabilizes around puberty and continues without much change throughout adult life. But these are not the only advantages. Children who start a foreign language early in life can better understand their native language as they become conscious of the existence of language as a phenomenon. Their cultural outlook is wider than that of monolingual children, who often believe that their own culture, language, and customs are the only ones that matter in the world. The introduction of a foreign idiom into the child’s world helps develop tolerance towards people who are different, and in the long run contributes towards international understanding. Therefore, teaching foreign languages at the primary level not only paves a way towards bilingualism, but also makes a contribution towards the support of general educational objectives.

Undoubtedly, a suggestion that a foreign language such as French, or Arabic be taught to children when they start their formal education, that is, in the first year of primary school sounds absurd to many people in Nigeria. However, It is well-known that this is possible because there are many successful foreign-language projects even at the pre-school or kindergarten level. In the Waldorf school system, which is based on the anthroposophical philosophy of Rudolf Steiner (1861-1925), foreign-language teaching beginning at Form 1 has been established. The results are encouraging, not only in one language, but in two taught simultaneously. In Germany, Waldorf school parents can choose among three languages for their children: English, French, and Russian. Therefore, I am absolutely supportive of this very early start. However, its outcome cannot be so laudable unless parents commit themselves to the following propositions aimed at espousing foreign-languages learning:

• Inform yourself. Become knowledgeable about the program.
• Be supportive at all times. Your child’s success in the program will be affected by your attitude.
• Encourage your child to speak the foreign language at home if he/she wants to, but do not force him/her to do so.
• Be supportive of the program and the teacher. Try to keep the lines of communication open.

• Try to take advantage of situations that increase your child’s exposure to the language and its culture.
• Encourage your child to read in the foreign language.
• Encourage your child to watch television programs and listen to radio programs in the foreign language.
• Show your child how pleased you are with his/her progress. Be proud of your child’s achievement.
• Emphasize your child’s successes.
• Try to attend cultural events with your child.

All schools should become bilingual institutions.

Why should it not be possible in a multicultural and multilingual society to introduce bilingual education as the standard form of schooling? In the past, the learning of foreign languages has always been regarded as a difficult task, and that is why it was excluded from many curricula. In the meantime, it has become common knowledge that language learning does not need to be more difficult than the teaching of any other subject area; it is the methods used that makes it difficult. If , however, foreign-language instruction starts at the primary level, where language learning cannot be predicated on cognitive insights but is focused on children’s interests and is rather play-oriented, there is hope that after four years of instruction in a foreign language, various school subjects could then be taught in that language. This means that each school could become an institution of bilingual education. Such a school system would be open to all children, not only the highly talented. It is through the learning of foreign languages that today’s children would be prepared for tomorrow’s opportunities. They would be equipped to enter with full force the global marketplace.

All children should learn two languages at school.

All children should have the opportunity to learn at least two languages during their school years. English language is not included in the proposed two foreign languages. Being the salient British legacy bequeathed to Nigeria after independence, English language is not regarded as foreign to all Nigerians. As a first language at school, students may choose to learn either French or Arabic. I know that this proposal will be greeted with timidity objections because many teachers often think that language learning is an additional burden which should not be imposed upon children. But I would like to stress that by learning a foreign language, I mean "learning to communicate" in that language. For more than a century now, language teaching in Europe has been regarded as a gateway to a so-called higher culture, to great literature and to foreign civilization. It was therefore restricted to an elite segment of the population, and many Europeans still believe that language learning should remain the privilege of a few. At the inception of the twenty-first century when African leaders are very much inclined towards the unity of all African states through cultural, economic, and political integration, the three dominant officially used foreign languages (English, French, and Arabic) on the continent should be studied at Nigeria's schools.

Learning and using several languages should therefore not be regarded as a luxury for a few, but a prerequisite for all who live and work in a multilingual region or society. A German educator, Picht, has said: "We all should become Luxembourgers." What does he mean by that? If you want to sell flowers at Luxembourg’s main railway station and be successful, you have to know at least three foreign languages, English, French, and German. For people in Luxembourg this is the rule. They speak their dialect as they are growing up, learn German when they begin school at the age of six, and study French from the age of nine. For most of them, a fourth language, English, follows in secondary school. For Nigerians to relish commercial and professional privileges in Africa, two languages, next to English and their mother tongues, for all children in Nigeria during their school time is a realistic goal.

The length of instruction must be shortened.

One of the shortcomings of traditional foreign-language teaching at the school level has been the length of time needed to study. It is demotivating to spend five, seven or even nine years on the same subject, and this is still the rule in many countries. I am of the proposal that a foreign language should not be offered more than four years in any school curriculum. This is enough time to enable individual learners acquire the basic knowledge of a language, upon which they can build should it become necessary later. A better atmosphere should be created for many students who want to become business people, work in commerce and industry, and therefore do not need to know too much about French classics or Arabic literature. What such people are in need is communicative competence, no more.

Furthermore, because the world and its economy depend on international relations in government, finance, business, industry, journalism, and science, proficiency in foreign languages will strengthen rapport and working relationships with overseas and international affiliates, senior management and colleagues, customers, suppliers, professional advisers and influential contacts. It would also help you understand local information about your international markets, competitors, as well as enjoy vacations and cultural dimensions. Whatever your career choice, in addition to the practical value of foreign languages study as job insurance, you will undoubtedly find the personal rewards of being able to communicate in the language of another culture equally important. Your proficiency in Arabic would avail you of the following job prospects. This list is not exhaustive but is intended only to give an idea of the range and variety of opportunities available:

Communication: Foreign correspondent, reporter, translator

ii. International Finance:

International banker, international consultant, political

Risk analyst

iii. Industry:

Manager of government relations for oil company, Market analyst for export company, bilingual secretary,  travel agent, radio/TV, hotel management

iv. Government: foreign service officer, development program officer,  intelligence analyst, government relations specialist,  translator or interpreter, law enforcement agencies, court  interpreter, UNESCO official, Armed forces, National  Security Agency

Law:  contractual and corporative consultant, criminal justice career

vi. Academia: teaching and research positions. The introduction of French to all Nigeria's schools is of paramount significance inasmuch as it will help us appreciate the barriers between cultures, for to speak French means to think in that language. In addition, dozens of French writers and intellectuals have had a profound effect on Western politics, society and art. By reading their works in the original French, we enrich ourselves with their ideas and empower ourselves with their rhetorical ingenuity. English language is automatically the first language to all Nigerians regardless of their ethnic affiliations. By studying French your grammar skills in English will be enhanced, and your increased proficiency in English will greatly improve your scores on the verbal section; for 40 to 50% of English vocabulary comes from French. Other logical reasons why Nigerians should embark on the French language learning are as follows:

• It is not limited to one or two continents.
• French is spoken in two of the G7 countries.

• France is in 4^th position in terms of world power and it does not have the debt problems facing many other major industrialized nations. (A positive sign for joint projects, business and scientific co-operation with Nigeria).

• France is renowned for the quality of its hi-tech. (The TGV is the fastest train in the world- 515 kph).
• French is the official language of the International Red Cross.

• French is one of the two official languages at the Olympic Games.
• French-speaking Africa represents an area larger than the USA.
• French is a major language of high tech and business in the world.

• France has the world's greatest number of Nobel Prize winners  in literature (12).

• A good knowledge of French enables you to fully enjoy, at the  cinema or on TV, the best films from the French-speaking world.

• You can do so many more interesting things on the internet if  you speak French. There are many high quality internet sites  available in French ranging from fashion to finance, society to  science, music to medicine… just to mention a few. For those with the appropriate skills there are also strong possibilities for work in the following fields:

international business.

international agencies.

the tourism and hospitality industries.

the diplomatic service.

French research institutes.

as a teacher.

as a translator or interpreter

On the other hand, it should be borne in mind that the Nigeria's official educational policy stating that people should receive their knowledge at the early stage in their mother tongues is a fundamental right which must not be violated. This policy enjoins the use of Nigerian local languages or the language of the immediate community as media of instruction in pre/primary schools, i.e. level 1 through 3, and then a switch to English at level 4 through 6. In this connection, arrangements for an early start of foreign languages must be worked out. I would rather suggest that the use of mother tongue at the early stage of learning remains as it is. However, an introduction to French or Arabic should commence at the level five of primary education that is a year after an instruction in English has started. This will give students early insights into whichever foreign language is introduced to them and help endue interest of language learning in them.

 Why study Foreign Languages?

Language is an essential component of our human nature. Without it, we could not represent the world to ourselves, nor could we share our thoughts with others. However, if we wish to understand fully this most basic form of communication, we must as a practical necessity study at least one other language in addition to our own. Learning a second language gives us an objective viewpoint from which to observe the phenomenon of language itself. At the same time, it requires us to project ourselves into the mental and psychological dimensions of another people, an effort that will likewise reflect back on ourselves, giving us insight into our own way of speaking and thinking.

Moreover, the late twentieth century has already given us a glimpse of a future in which instantaneous global communication will be the norm. As the world draws closer together, knowledge of other languages besides English will prove to be more important, not less so. Non-English speakers who have taken the trouble to learn about English language and culture enjoy special insights into its speakers' concepts and habits of thought. Likewise, English native speakers, or speakers of other languages cannot truly understand another people unless they have learned their language, the repository of their traditions and the means by which they communicate.

Besides, there are many other reasons why you should study a foreign language and its literature and culture. Learning a foreign language is one of the most enriching experiences in anybody's education. Studying a foreign language, after all, is not only about how to order a beer or food in a restaurant or how to read a map. It entails exploring a way of life, a different culture and the traditions of other countries.

Among potential benefits people who are proficient in foreign languages are expected to relish are that: they would be able to increase their career opportunities and better relationships with customers; enjoy an auxiliary skills; promote political goals, such as national unity; competent enough to do research by using primary source documents in the original language; be more useful to other people, such as save a life in crisis, protect an immigrant from being ripped off by unscrupulous cashiers, etc.; impress their friends with a skill that is widely respected; contribute to achievement of national goals, such as economic development and national security; foster an understanding of the interrelation of language and human nature; expand their opportunities for meaningful leisure activities, such as reading in the foreign language, or viewing foreign language films; improve their knowledge of the native language through comparison and contrast; preserve their country’s image as a cultured nation; and be exposed to modes of thought not found in their native language.

Likewise, knowing other languages will broaden your horizons by letting them communicate with people from other cultures. Proficiency in foreign languages will improve your command of English. In other words, learning foreign languages will help build your English vocabulary because almost all of our words come from either French, Spanish, German, or Latin. You will also deveolp a greater understanding of English grammar by studying the grammar of another language. In addition, learning a second language increases your problem-solving skills at the same time that it improves your memory and your self-discipline. Studies have shown that the ability to think in two languages also heightens your creativity.

Besides, acquisition of foreign languages will enable you to participate more actively in the global community. As the world is brought closer together through technologies such as the Internet, knowledge of other languages will allow you to exchange ideas with people around the globe. It will also increase your potential job opportunities and salary potential. Companies are actively seeking employees whose language skills will help them meet the needs of these growing markets Given the impact of international trade agreements (such as NAFTA, for example) individuals with knowledge of foreign languages will be increasingly valuable to multinational corporations.

Furthermore, your knowing foreign languages makes your traveling abroad more exciting and rewarding by helping you get around and meet new friends in many fascinating tourist destinations. Also, it enables you discover a world of literacy treasures. Writers from non-English-speaking countries have created some of the world’s greatest literature. Imagine being able to read Don Quixote, Les Miserable, Faust, or The Divine Comedy in the original!

In the end, I call on every individual Nigerian to halt turning back at or be low-spirited as to the learning of foreign languages. You might have not noticed the advantages of proficiency in a foreign language, but try not to discourage others who work towards it. Don’t be like a two highway workers who were busily working at a construction site, when a big car with diplomatic license plates pulled up.

Mohammad Kamel Ahmad
Languages and Linguistics Graduate Student
American University in Cairo, Egypt