Tansian University Journal of Arts, Management & Social Sciences

Nigerian ESL pronunciation teaching has long targeted native-like models (RP/GAE), a goal that is largely unattainable for adults and unnecessary for communication. This paper argues that intelligibility, rather than imitation, should guide phonology instruction. Using a review-based synthesis of sociophonetic work on Nigerian English and research in English as a Lingua Franca, it identifies high-impact features for clarity - especially vowel length contrasts, central vowel accuracy, selected consonant clusters, and core suprasegmentals. Building on these insights, the paper proposes an Intelligibility-First Model (IFM) for resource-constrained classrooms and provides three sample lessons that operationalize the model (vowel length, cluster management, word stress). The approach validates Nigerian English as a systematic variety while improving communicative effectiveness in both local and international contexts. The paper concludes with practical implications for teacher education, curriculum and assessment reform, and policy, positioning intelligibility as a realistic, equitable, and pedagogically efficient target for Nigerian ESL classrooms

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