JOURNAL OF LANGUAGE STUDIES AND ARTS

Nigeria’s linguistic diversity, encompassing over 525 indigenous languages, creates a complex environment for English language acquisition, where mother tongue interference significantly hinders students’ proficiency. As the official language and primary medium of instruction, English is pivotal for academic success, professional advancement, and global engagement. However, phonological, syntactic, lexical, and pragmatic interferences from students’ first languages (L1) impede fluency, contributing to educational disparities and limiting socio-economic opportunities. This paper provides an in-depth investigation into the mechanisms of mother tongue interference, analyzing its manifestations across major Nigerian languages (Hausa, Yoruba, Igbo) and selected minority languages. Drawing on linguistic theories, empirical studies, and socio-cultural analyses, it explores the academic, social, and economic impacts of these challenges. The paper proposes a robust, multi-faceted framework of mitigation strategies, including advanced teacher training, culturally responsive bilingual pedagogy, technology-driven interventions, community engagement, policy reforms, and rigorous monitoring systems. By synthesizing global best practices and tailoring solutions to Nigeria’s context, this study aims to inform educators, policymakers, and stakeholders in enhancing English language education and fostering equitable opportunities in a multilingual society;

Open Full Text (PDF)