This article is published in AL-QALAM Journal of Languages and Literary Studies, Vol. 1, Issue 1, December 2025 (A Publication of the Department of English and Literature, Federal University Gusau, Zamfara State, Nigeria)
ENGLISH AS A STRATEGIC
FORCE IN NATION-BUILDING IN THE GLOBALISATION ERA: INSIGHTS FROM NIGERIA
By
Jalaludeen Ibrahim, PhD
Department of English
and Literary Studies, Zamfara State University
Corresponding Author’s
Email and Phone No: Jalalmaradun@gmail.com;
+234 8036398129
Abstract
This study examines how
the global status of English fosters the development of the Nigerian nation
within the context of globalisation, not only as individuals translate acquired
knowledge to productivity into discrete spheres of nationhood, but also as
governments explore the communicative potential of English in local and
international affairs. The importance of language in governance is rooted in
the fact that communication is the lifeblood of society. English is therefore
very vital in coping with the communication constraints of globalisation,
especially in countries where it functions as the official language or lingua
franca. The dynamics, dimensions, scope and speed of globalisation imply that
nations must swiftly adapt to globalisation practices by abolishing some
previously existing cultures, beliefs, ideas, standards, approaches and value
systems to meet international standards. The theoretical framework of the study
is Orisawayi’s (2005) Development Parameters, in which conventional parameters
of growth and development in a forward-looking nation are clearly stated. This
study establishes that English as a global language is a strategic choice in
building Nigeria. Within the framework of globalisation, English acts as a
unifying force, promoting national identity, facilitating communication, and
fostering progress. This study further acknowledges the importance of English
in shaping Nigeria’s future and strengthening its presence in the global
community.
Keywords: English, Development Parameters, Globalisation, Multilingualism,
National Development
Introduction
Globalisation has
necessitated widespread and speedy sharing of information, thus making
communication very crucial in the contemporary world. In Nigeria, the vitality
of English is accentuated in different domains where language use operates. The
language is used in public discourses, different forms of media, the
entertainment industry, tourism, religious gatherings, court proceedings,
schools, and parliamentary sessions. This study examines the position and
functions of English in Nigeria within the context of globalisation, as
captured by its cross-domain relevance in the country. The study is, therefore,
an overview of the intrinsic and extrinsic features of language. The definition
of language is obvious in its communicative functions. Bello and Oni-Buraimoh
(2017: 100) define language as “a unique property that belongs to the
human race. It is a means of communication between two or more people, and to a
very large extent, the development of man politically, socially, economically,
etc., depends on the use of language. Indeed, language permeates all aspects of
human endeavour. Language is an integral part of culture, a reflection of many
features of a given culture”.
In every country,
development is the government’s top priority. Unfortunately, language-driven
development frameworks are often relegated to the background in many countries,
including Nigeria, where the language components of the National Policy of Education
(NPE) are criticised for obvious reasons. Nigeria is one of the
countries where English has established its footing, relevance, functionality,
and dominance. A former British colony, Nigeria relies heavily on the English
language to cope with the trends and practices, which globalisation continues
to evolve in the contemporary world that has become a “global village”. Being
sensitive to the roles of language in national development or nation-building,
previous governments of Nigeria have evolved language policies to cope with the
challenges of ensuring the co-existence of English with indigenous languages in
Nigeria. English guarantees national cohesion and integration in Nigeria, given
the fact that it is neutral and does not threaten nationhood with the ethnic
resentments that are typical of indigenous languages in the country. In the era
of globalisation, individuals and nations have the herculean task of coping
with the ever-increasing trends, innovations and practices that “invade” human
existence. This situation brings the communicative relevance of the English
language to the fore. Globalisation implies that regional standards, beliefs
and approaches to a wide range of issues have been hijacked by the norms of
globalisation. In this study, the global status of English makes it necessary
and crucial for Nigeria to hinge on it as a means of benefiting from the dividends
of globalisation and delivering good governance to its populace. Through an
integrative overview of the external factors and internal endowments of
English, this study investigates the implications of the global status of
English and how the language facilitates nation-building in Nigeria.
The Ethnography of Nigeria and Language Planning
Nigeria is a large,
multilingual, multi-ethnic, and multi-cultural country in West Africa. During
the era of British imperialism, Nigeria came into contact with the English.
Consequently, English was legislated as the country’s official language. Till
date, English is Nigeria’s lingua franca. According to Ifeyinwa (2014: 84),
“Nigeria has a natural division, through the rivers Niger and Benue, into three
major areas. These divisions correspond with the three major language groups in
the country, namely, the Hausa in the North, the Igbo in the East and the
Yoruba in the West. Despite these three major languages, Nigeria has many other
indigenous languages… In a multilingual Nigerian context, the issue of national
language has been very sensitive and controversial”. Commenting further on
Nigeria’s ethnography, Dada (2010: 418) cites Brian, who asserts that “the
recent 2005 Ethnologic Data listed 521 languages for Nigeria. Of these, 510 are
living languages, 2 are second languages without mother tongue speakers, and 9
are extinct. Research submits that Nigerian languages are grouped as major
languages, state languages and local languages based on their status as
dominant languages, their territorial spread, and the population that speaks
them.” Adeniran, cited in Ayodabo (2013: 19), makes crucial comments on the
ethnographic data of Nigeria as follows:
§ It is a multilingual
country, having about 395 languages (not dialects) already identified;
§ Bilingualism involving
English has been institutionalised as a factor of nationalism in the country;
§ In spite of over a
century of the introduction of Western education, the majority of Nigerians are
illiterate, particularly in English, which is the language of supra-local
country-wide communication.
Akaegbobi et al. (2001:
32) also give fascinating insights into Nigeria’s ethnography by asserting that
“Nigeria is a linguistically rich nation. Recent mapping of the number of
individual languages in Nigeria shows that the country is home to about five
hundred and twenty (520) languages. This makes Nigeria one of the most
linguistically diverse countries in the world. Indeed, if the record that
places the number of languages in the world at 6000 is correct, it means that
Nigeria contributes nearly ten per cent (10%) to the global pool of language
resources. Out of this number, about five hundred and ten (510) are regarded as
living languages, that is, languages with current speakers and which are still
transmitted to children. Two in this language pool are without native speakers
as they rely on their being used as second languages for their survival, while
nine (9) are said to be extinct without any known living speakers.” In
multilingual nations like Nigeria, language planning and language policies are
front-burner discourses. The literature of sociolinguistics is replete with
arguments for productive language policy frameworks and investments in
language-driven development schemes for Nigeria. Crystal (2003: 28) rightly
contends that “governments that wish to play their part in influencing the
world’s linguistic future should therefore ponder carefully, as they make
political decisions and allocate resources for language planning. Now, more
than at any time in linguistic history, they need to adopt long-term views, and
to plan ahead – whether their interests are to promote English or to develop
the use of other languages in their community (or, of course, both)”. Critics
not only argue that language policies in Nigeria have some weak points, e.g.
lack of clarity, but also argue that a major problem with such policies is that
they lack implementation. Language policies are supposed to be clearly
expressed rather than being ambiguous. Bamgbose (1991: 111) defines a language
policy as “a programme of action on the role or status of a language in a given
community. In a multilingual situation, a language policy decision necessarily
involves the role or status of one language in relation to other languages.”
According to Appel and Muysken (1987: 46), the following are the goals of
language policy:
a. Choose a national
language.
b. Develop or cultivate the
chosen language.
c. Foster the spread of the
language.
d. Decide on the position
of the minority languages.
e. Decide also on the
functions expected of indigenous languages, especially the minority ones.
In Nigeria, a major goal
of English studies is to achieve a satisfactory level of mutual intelligibility
between Standard British English (SBE) and Standard Nigerian English (SNE).
Therefore, language components of the National Policy of Education should be
results-oriented and forward-looking. Unfortunately, flaws are noted in it. For
example, Dada (2010: 421) questions flaws of the National Policy of Education
in Nigeria:
1. Don’t the statements on
language constitute just a statement of intent rather than a serious programme
for implementation?
2. If the mother tongue
(MT) or the language of the immediate community is considered so important at
the pre-primary level as an integral part of the child’s culture and the link
between the home and the school, why should it be “principal” and not “solely”
used at this level?
3. How do people identify
the language(s) of the immediate community in pluralistic settings like urban
centres or international communities like universities?
4. Aren’t the
pronouncements on the three major languages vague and effeminate?
5. Further, on the choice
of language, by whom, and at what level is the choice of one of the three
languages to be made? By the Federal, State or Local Government? By the
parents, the school, or the pupils?
6. If the government is
serious about implementing the policy, shouldn’t there be a definite program
for all states to follow in the implementation of the language provisions
couched in cautious escape phraseology: “subject to the availability of
teachers”?
7. If the government
considers the learning of the three crucial for national integration, where are
the legal and other sanctions for defaulting Federal, State and Local
Governments or their agencies?
8. Practically, all
Nigerian languages can be used as mother tongues or languages of immediate
communities. Is it pedagogically feasible to organise initial literacy in
400-odd languages?
9. How do just three of the
major languages serve the needs of the educational process and become the media
for preserving the people’s cultures?
10. The total number of
teachers required in 1988 for the three major Nigerian languages was 55,237.
Only 6,383 (constituting 11.6%) of these were available. How and where are the
remaining 48,854 (constituting 88.4%) teachers to be produced? Is the recruitment
or training of these teachers to be by chance or to a coordinated programme
involving all agencies concerned?
The success recorded so
far in the use of English for national cohesion, integration, and development
in Nigeria is not incidental. The literature reveals that different factors are
responsible for it. Akere (2006: 5-6) mentions five factors which inform the
success of English in Nigeria:
1. English can be described
as a product of linguistic imperialism bestowed by colonialism.
2. The introduction of a
certification system in Nigeria’s educational programmes, with ordinary pass
and credit pass in English, as a measure of adequacy for higher education (even
to read French, Hausa, Yoruba, or Igbo in any Nigerian University, at the Bachelor’s
level, one must have a credit pass in English).
3. A good working knowledge
of the English language is considered a prerequisite for obtaining government
jobs.
4. Establishment of
educational institutions and the introduction of English as a subject of study
and a medium of instruction.
5. The establishment of the
British Council in 1935, and its charter in 1940, to promote a wider knowledge
of the United Kingdom of Great Britain and Northern Ireland, and the English
language abroad.
Globalisation in Perspectives
Definitions of
globalisation differ, depending on the aspects of globalisation captured.
Abubakar (2014: 24) defines globalisation as “a worldwide linkage
entrepreneurship which centres on entrance to immediate global communication
networks where individuals can have access to information and movement
globally.” According to Bipin (2022: 11), “globalisation is the process of
interaction and integration among people, companies, and governments worldwide.
Globaisation has accelerated since the 18th century due to
advances in transportation and communication technology. This increase in
global interaction has caused a growth in international trade and the exchange
of ideas, beliefs, and culture. Globalisation is primarily an economic process
of interaction and integration that is associated with social and cultural
aspects. However, disputes and diplomacy are also large parts of the history of
globalisation, and of modern globalisation.” Globalisation is a speedy,
transitional, international, cross-domain, and influential phenomenon. Laxmi
(2018: viii) captures some of these attributes in the submission that “the
concept of globalisation, used to account for the multitude of linkages,
interconnections and interdependences that currently transcend territorial and
sociocultural boundaries and bring about radical transformation in the spatial
organization of social relations and power distribution, has been in the centre
of continual controversy over its meaning, scope, intensity, and social
significance. This suggests that globalisation is always closely associated
with language, in particular, a shared code of communication, or lingua franca.
It is the major symbolic instrument to mediate the free and easy exchange of
thoughts and ideas in the intercultural context of the multitudinous global
networks of activity and exercise of power occurring every day. All linkages
and interconnections that underpin the diverse social groupings are
operationalised through language and in a language shared by all those involved.
As argued by some scholars, successful participation in a global network is so
crucially dependent on the possession of a lingua franca that it appears as if
it is language that is being globalised. Since globalising processes tend to
generate their own specific discourses that may clash with established norms
and lead to a radical refashioning and rescaling of existent genres and styles
of speaking…” Commenting further on attributes of globalisation, Chen (2012)
asserts that:
1. Globalisation is a
dialectically dynamic process, which is caused by the pushing and pulling
between the two forces of cultural identity and cultural diversity, or between
local and global.
2. Globalisation is
universally persuasive as it penetrates every aspect of human society and
influences the way it lives, thinks, and behaves.
3. Globalisation is
holistically interconnected as it builds a huge matrix in which all components
are interconnected with networks.
4. Globalisation represents
a culturally hybridised state, which allows cultural transmission via new media
to take place at a very rapid rate by permeating and dissolving human
boundaries.
Globalisation trends are
so numerous and transitional that countries across the world do not find it so
easy to cope with the speed and dynamism. Crystal (2003: 10) makes an extensive
remark on globalisation:
Economic developments began to operate on a
global scale, supported by the new communication technologies – telegraph,
telephone, radio – and fostering the emergence of massive multinational
organisations. The growth of the competitive industry and business brought an
explosion of international marketing and advertising. The power of the press
reached unprecedented levels, soon to be surpassed by the broadcasting media,
with the ability to cross national boundaries with electromagnetic ease.
Technology, chiefly in the form of movies and records, fuelled new mass
entertainment industries, which had a worldwide impact. The drive to make
progress in science and technology fostered an international intellectual
research environment, which gave scholarship and further education a high
profile.
Nation-building and National Development
Connor and Deutsch
(1971: 661) define the term “nation” as “a community of shared meanings or,
more broadly still, a group of people who have interlocking habits of
communication.” Anderson (1996) defines “nation” as “a clearly defined
territory which (i) is recognized internationally as a state (ii) is presided
over by a government able to make and enforce independent decisions concerning
domestic policy and law and foreign policy and (iii) is permanently occupied by
a specific population.” Contending that the term “nation” is simply synonymous
with the term “national community”, Joseph cited in Wright (2012) submits that
a national community is inconceivable without a common language. Citing Stalin,
Kamwendo (2010: 325) reports that “a nation is formed only as a result of
lengthy and systematic intercourse as a result of people living together
generation after generation.” Todaro and Smith (2011) conceptualize development
in three dimensions: economic dimension (satisfaction of basic needs);
psychological dimension (positive view of “self” as obtainable in any person);
and social dimension (freedom that individuals have or enjoy as their right).
Post-independence
development plans in Nigeria are poised to move the nation from one stage to
another in different spheres of nationhood. Therefore, national development or
nation-building implies “making progress”. Obasi (1987) defines national
development as the progressive transformation of the economic, social and
political structures of a society from relatively less complex, less efficient
and less desirable forms to relatively more complex, more efficient, and more
desirable forms. Akaegbobi et al. (2001: 77) posit that “the imperatives of
national development stems from the recognition that besides what the whole
world has professed to achieve, each nation has to devise homegrown mechanisms
to improve the quantity and quality of lives of their citizens. It is also
built on the understanding that all countries of the world do not share the
same needs. In national development, each country focuses on what it considers
important in the improvement of the lives of its citizens… National development
is not a destination. Thus, there is no point at which a country will reach and
it will conclude that it has attained national development. We rather say that
national development is a process, a continuous process.”
Theoretical Framework
This study explores
Orisawayi’s (2005: 13-14) Development Parameters as a theoretical framework for
obvious reasons: the parameters capture yardsticks for measuring development in
the contemporary world, where globalisation determines what can be called a
“developed nation”; and the parameters reveal
aspects of nationhood where progress should be made:
1. Intellectual and mental
expansion for the individual person in society.
2. A stable polity with a
strong sense of commitment to nationalism/nationhood among the people.
3. Economic development,
progress, and equitable distribution of national wealth.
4. Socio-political
integration of the constituent units that make up the nation.
5. Scientific and
technological progress and its application to the improvement of the quality of
life of the people.
6. Efficient and functional
educational output at all levels.
7. Widely recognised,
accepted, and practised democratic structures and systems.
8. Highly enlightened
citizenry with 80% - 90% achieved level of functional literacy among the people
and highly sharpened awareness of individual and collective fundamental rights,
with freedom of speech and association.
9. Stable employment for
all citizens in the private and public sectors of the economy.
10. A highly recognised and
respectable network of understanding and positive relations among the
constituent units and with other nations of the world.
11. A highly developed
network of communication and transport systems.
12. A high sense of
motivation among the citizenry towards the achievement of all the parameters of
development indices.
Building Nigeria in the Globalisation Era: The Instrumentality of
English
This section examines
discrete perspectives of the arguments that the English language can facilitate
the building of the Nigerian nation.
English as a Language of Wider Communication
An overview of the functions of language is a credible way of ascertaining the claim that English fosters nation-building in Nigeria, particularly in the era of globalisation. Users of English have advantages in communicating in English in situations where restricted languages (non-global languages) will not suffice. Ushuple and Iskandar (2019: 63) assert that “as a language of wider communication (LWC), English is used for phatic communion, ceremonial purpose, an instrument of keeping records, information dissemination, self-expression, and embodiment of thought among the various linguistic groups in Nigeria. The common linguistic basis that constitutes a requisite for the existence of any nation is provided by English. Therefore, with English as the common tongue to all the ethnic groups, the collective sentiment of belonging together despite individual or ethnic differences is forged. Related to the discussion is the fact that Nigerian Nationalism or collective identity is stamped on national institutions through the medium of English.” Considering the fact that many globalisation trends have become part of the lifestyle of Nigerians, particularly the youths, arguments that English can neither cope with the communication nuances of the Nigerian speech community (what is usually referred to as “the pragmatics of a Nigerian context”) are becoming less acceptable. In dressing, fashion, music, education, religious sermons, etc., westernisation is making waves in Nigeria, thus replacing regional practices with international standards of behaviour. The scope of the English lexicon is a major reason why it has widespread speakers. Nataliya and Anna (2018: 336) report that “according to the 2004 Eurobarometer survey, 75 per cent of Europeans supported the idea that English is the most useful language to learn, while 69 per cent were confident that every EU citizen should speak English. English leads the world both in terms of total speakers and being the most commonly studied foreign language. The leading role of English as a common medium for international communication is also supported by the following commonly recognised facts.” The broad scope of the English lexicon accounts for its instrumentality as a medium of instruction in schools and career endeavours of individuals around the world. Irrespective of their disciplines, English fosters the transmission of knowledge to youths and adults. Laxman (2024: 15-16) stresses that “this language has worked as a bridge among various bilingual and multilingual communities where the English language has been used as a second or foreign language. The language has been very popular on social media as well. People from multilingual communities are actively involved in learning English as their second and foreign language. People are learning IELTS, TOEFL, PTE, GRE and many others in order to go to foreign countries for various purposes.” According to Crystal (2003: 112), “since the 1960s, English has become the normal medium of instruction in higher education for many countries – and is increasingly used in several where the language has no official status. The English Language Teaching (ELT) business has become one of the major growth industries around the world in the past half-century. However, its relevance to the growth of English as a world language goes back much further.” On completion of career or education, competence in English is often an advantage in the era of globalisation. Nataliya and Anna (2018: 326) note that “multinational companies require a certain degree of English proficiency from potential employees. It means that more and more people nowadays learn English in order to get the best possible professional training and employment opportunities with top companies.” Indeed, workplace productivity is enhanced by effective communication skills. Communication fosters organisational cohesion, and for this reason, English will retain its relevance in nation-building in Nigeria and beyond. Communication is so crucial in nation-building that it anchors “nationism” – the smooth running of a nation. In Nigeria, English guarantees effective communication at national and international levels by operating different statuses: as a national language, as an official language or as a foreign language, as the case may be. Not all languages can serve these purposes. The literature is replete with claims that so long as America and Britain remain powerful militarily, technologically, and economically, English will remain a global language. Apart from America and Britain, development indices reveal that other major English-speaking nations matter in economic, technological, and military might, thus corroborating the claim that the English language is a global imperial language. Akin (2017: 21) reports that “in his theory of linguistic imperialism, Phillipson (1992) (re-) groups global English speakers into core English speaking countries, comprising Britain, the United States, Canada, Australia, and New Zealand; and “periphery English-speaking countries”, where English serves as a second language (for example, Nigeria, Ghana, India, and Singapore) or an international language (for example, China, Indonesia, and Japan). The groups relate unequally with respect to structural and systemic power in that the Western Anglophone group wields political and socio-economic power against the former colonial communities found in the peripheries. This hegemony is further sustained by “English linguistic imperialism”, defined as “the dominance of English” asserted and maintained by the establishment and continuous reconstruction of structural and cultural inequalities between English and other languages.” Within the context of globalisation, communicative competence is crucial in English studies. The level of communicative competence required from learners should be significant in nation-building. Adeniran, as cited in Ayodabo (2013: 82), mentions three different degrees of competence in language:
§ Minimal Competence
Speakers are
characterised by a single speech habit in a single social sphere without any
shifting of repertoire or code (restricted).
§ Average Competence
Speakers have a command
of a set of speech habits, which is neither large nor small; they use this in a
limited range of different social spheres, and shift their verbal repertoire
accordingly (flexible).
§ Maximum Competence
Speakers have versatile
speech habits in many social spheres and shift their verbal repertoire with
ease (versatile).
In different parts of
the world, competence in English in discrete domains fosters social integration
and intercultural communication. Clement, Joseph, and Oma (2017: 167)
opine that “the use of English as a global lingua franca requires intelligibility
and the setting and maintenance of standards. On the other hand, the increasing
option of English as a Second Language (ESL), where it takes on local forms, is
leading to fragmentation and diversity. The competing trends will give rise to
a less predictable context within which the English language will be learned
and used.” Although regional Englishes such as Standard Nigerian English
(SNE) do not present the same corpora with Standard British English (SBE) at
different levels of linguistic analysis (e.g. lexico-semantic and phonological
differences between SBE and SNE), there are conscious efforts through formal
education to bridge the gap reasonably, particularly at the level of phonology.
The pull of changes in world affairs, as occasioned by globalization, is making
nations more mindful in handling the issue of non-intelligibility of regional
Englishes. The crisis created by the unintelligible English varieties in
the ESL context is viewed as hegemony by Laxman (2024: 15), who
contends that “there is no uniformity in the use of the English language.
The use of the English language as a first language, vernacular language,
pidgin and creole language has created several gaps and discriminations among
the English language users. This sort of variation has created linguistic and
cultural diversity among several English language communities. It has also
created feelings of superiority and inferiority among the language
communities.” Given the fact that regional Englishes are increasingly tearing
apart from their source (the SBE), the term “glocal” was coined to refer to
them (Rohmah, 2005: 115).
English as a Global Language
The journey of the
English language to global position was a product of a historical resolution,
which Crystal (2003: 86) captures in his report that “the first steps in the
political consolidation of English were taken during the decision-making which
followed the First World War, in 1919. The mandates system introduced by the
League of Nations transferred former German colonies in Africa, the Middle
East, Asia, and the Pacific to the supervision of the victors, and English
influence grew immediately in the areas, which came to be mediated directly by
Britain (such as Palestine, Cameroun, and Tanganyika) or by other
English-speaking nations: examples include Australia (in Papua New Guinea), New
Zealand (in Samoa) and South Africa (in South-West Africa – present-day
Namibia). But the growth of linguistic influence through political expansion
was already on the wane. Far more important for the English language in the
post-war world was how the cultural legacies of the colonial era and the
technological revolution were being felt on an international scale. English was
now emerging as a medium of communication in growth areas, which would
gradually shape the character of twentieth-century domestic and professional
life.” Historical accounts may not necessarily make a language a global one.
For example, Latin is not in its expected position in the contemporary world in
spite of its achievements as recorded in history. Political, military,
economic, and technological power can make a language rise to a global position
and retain its global relevance. There are indeed threats to the global status
of English, and this implies that conclusions on such a position should be
cautiously made. For example, emerging unintelligible regional varieties of
English worldwide are noted as a threat to the position of English as a global
language. Evidence of the global status of English abounds in the literature of
sociolinguistics, and one such is Nataliya and Anna’s (2018: 336) report on the
statistical claims of the British Council:
§ English has official or
special status in at least 75 countries, with a total population of more than
two billion.
§ One out of four of the
world’s population speaks English to some level of competence; demand from the
other three-quarters is increasing.
§ More than two-thirds of
the world’s scientists read in English.
§ Three-quarters of the
world’s mail is written in English.
§ 80 per cent of the
world’s electronically stored information is in English.
In this study, English
is viewed as a potent instrument for building the Nigerian nation because of
its international vitality, which is captured by Crystal (2003: 109) who
submits that “the language plays an official or working role in the proceedings
of most other major international political gatherings, in all parts of the
world. Examples include the Association of South-East Asian Nations, the
Commonwealth, the Council of Europe, the European Union, and the North Atlantic
Treaty Organisation.” Bello and Oni-Buraimoh (2017: 102) present different
reasons why the English language readily comes to mind as a global language:
§ It is the language of a
number of past colonies.
§ Apart from its being one
of the languages used in international organisations such as the UNO and the
AU, English is also versatile and it enjoys widespread use.
§ It is the most studied
language (research has it that yearly, 1,500 million people would opt to learn
English; 84 million, French; 30 million, Chinese).
§ It is one of the easiest
languages to learn when compared with Chinese, German, French, Spanish, Arabic,
Korean, and Japanese. The most difficult languages of the world to learn are
Arabic, Chinese, Korean, and Japanese (arranged in order of their degree of
difficulty.
§ A reasonable percentage
of the information found on the internet is in English.
§ It has a rich and
in-depth history.
There are arguments in
the literature as to whether English should be referred to as an “international
language” or a “global language”. As a response to such arguments, Phillipson
(2008: 4), cited in Poggensee (2016), posits that “‘global English’ is an
appropriate term because English is widely accepted in the global linguistic
market and English is becoming the dominant language of international
communication in an increasing number of countries worldwide. Rohmah (2005:
107) clarifies what it means for a language to be referred to as a “global
language”:
About fifty years ago,
the notion of English as a true global language was merely a theoretical
prediction, which is still diffuse and vague. However, realities have created
it as a real-world language at the present time. People in every part of the
world feel it’s an urgent role in their life: for academic purposes, for
business goals, and for other purposes. English is spoken by people throughout
the world as their first language, second language and foreign language.
Indeed, English is now a world language. English as a world language is not
merely an international language. The notion of an international language can
be understood as a language which is used in any international communication,
which involves people from two or more countries. Japanese is an international
language, but it is not a global language.
Administration and Social Integration
A major implication of
the vast vocabulary stock of English is that competent speakers of the language
can easily integrate with others in different facets of life where English
words are used in natural human communication. For the smooth administration of
different domains in a nation, mastery of the English register is useful.
English words are used in parliaments, courts, banks, schools, media,
government agencies, etc. Studies in English register make people more
communicatively efficient in the labour force. Indeed, the more mobile part of
the population of Nigeria is the youth who travel out of the country in search
of greener pastures in the era of globalisation. They confront a lot of
communication-related problems if they are not sufficiently knowledgeable in
the vocabulary of the world’s lingua franca (English). Crystal (2003: 146)
captures the relevance of English vocabulary succinctly:
Most adaptation in
a new English relates to vocabulary, in the form of new words (borrowings –
from several hundred language sources, in such areas as Nigeria),
word-formations, word-meanings, collocations, and idiomatic phrases. There are
many cultural domains likely to motivate new words, as speakers find themselves
adapting the language to meet fresh communicative needs. A country’s
biogeographical uniqueness will generate potentially large numbers of words for
animals, fish, birds, insects, plants, trees, rocks, rivers and so on – as well
as the issues related to land management and interpretation, which is an
especially important feature of the lifestyle of many indigenous people. There
will be words for foodstuffs, drinks, medicines, drugs, and the practices
associated with eating. The country’s mythology and religion, and practices in
astronomy and astrology, will bring forth new names for personalities, beliefs,
and rituals. The country’s oral and perhaps written literature will give rise
to distinctive names in sagas, poems, oratory, and folktales. There will be a
body of local laws and customs, with their own terminology. The culture will
have its own technology with its own terms, such as for vehicles, house
buildings, weapons, clothing, ornaments, and musical instruments. The whole
world of leisure and the arts will have a linguistic dimension – names of
dances, musical styles, games, sports – as will distinctiveness in body
appearance (such as hair styles, tattoos, decoration). Virtually any aspect of
social structure can generate complex naming systems – local government, family
relationships, clubs, societies, and so on. So, when a community adopts a new
language and starts to use it in relation to all areas of life, there is
inevitably going to be a great deal of lexical creation.
In Nigeria, English anchors governance. Parliamentary deliberations, social mobilisation, crisis management, sovereignty, and election matters are conveyed dominantly in English. Rohmah (2005: 124) submits that “English is the language of politics in Nigeria. It makes communication easier for our leaders. In our national assembly, politicians from different ethnic groups interact in English. With the English language, our president, state governors, etc., make speeches on Independence Day and budget announcements to different ethnic groups in Nigeria at once. Our national symbols, the Coat of Arms, the National Anthem, the Nigerian Pledge, the Nigerian Flag and the currency are represented in English. The usage of one of the indigenous languages to represent them will breed conflicts because other ethnic groups whose languages are not used will feel marginalised and cheated. The peaceful role of the English language in the realm of politics is very significant.” This submission aligns with that of Lee (1996: 131), which states that “clearly, the nation running, or administrative aspects require strong communication among members of the government as well as in governmental interactions with the members of the nation. At first glance, it appears reasonable to require all interactions to be in a common language to facilitate the smooth operation of the administration of a nation.” Fishman’s (1972) submission is also related to this claim. According to Fishman, “in the absence of a common, nationwide, ethnic and cultural identity, nations proceed to plan and create such an identity through national symbols that can lead to common mobilization and involvement above.” The credibility of English in facilitating the smooth administration of the country and social integration can be construed in terms of its role as a national language and symbol of national identity. Being the product of British-Nigeria missionary/trade contact, English guarantees national identity in Nigeria. Nigerians identify with their common colonial past, which resonates with a sense of brotherhood. Fasold (1984: 77) posits that a national language is:
a. The emblem of national
oneness and identity.
b. Widely used for some
everyday purposes.
c. Widely and fluently
spoken within the country.
d. The major candidate for
such a role, since there is no equally qualified alternative language within
the country.
e. Acceptable as a symbol
of authenticity.
f. Having a link with the
glorious past.
Discussion and Conclusion
This study is expository
in the elucidation of the influences of globalisation on the contemporary
world. The influences are so encompassing that they involve literary writings,
as evident in literary writers’ thematic concerns. This submission corroborates
Shobha (2025: 35), who posits that “the study of international literature is a
potent instrument for global studies since it contains so many crucial themes
for comprehending globalisation. Literature from throughout the world can
demonstrate how information is exchanged between cultures and nations. It
provides insights into the transformation of cultural artefacts as they transit
languages and borders. It can also assist us in comprehending how new media
technologies may be supporting globalisation by creating a public space for the
global transmission of literature and other forms of knowledge.” The impacts of
globalisation on the scheme of things in the contemporary world accentuate the
claim that the world is now a “global village”. Similarly, the influence of
globalisation on literature is the reason for the contemporary view that
literature is no longer a regional product; it is now a global literary
production.
In discussing the global
status of English in this study, multilingual Nigeria is particularly examined
in terms of the transformational relevance of English in the context of
globalisation. The position of English on the global stage is no longer a subject
of debate. Bipin (2022: 10) reports that “as of 2020, there are 1.27 billion
English speakers around the world. This makes it the most spoken language,
ahead of Mandarin Chinese (1.12 billion speakers) and Hindi (637million
speakers). More than 50 countries officially list English as an official
language.” Arguably, globalisation impinges on countries in diverse ways,
particularly in terms of science and technology. Shobha (2025: 37) avers that
“virtually, no aspect of life in the twenty-first century has been unaffected
by the integration of global markets and the widespread dissemination of
information. Rapid advances in communication technology have exponentially
increased human connections and transformation, transformed values, undermined
societies and revolutionised the labour economy, to name a few effects.
Multiple centres of economic and military power will come to define the nature
and dynamics of globalisation in the 21st century. However, the
outcome of the process was soon to overwhelm many countries around the world,
as more and more countries were forced to bear the cost of this impact as they
witnessed the denationalisation of their economies through privatisation,
transnational corporate control, rising foreign debt, deteriorating terms of
trade, uneven distribution of income and wealth, and increasing class
polarisation. Thus, neoliberal globalisation grew to totally dominate the
global economy, beginning in Latin America and spreading to Asia, Eastern
Europe and elsewhere.” The potential of the global status of English to
facilitate cross-domain development in Nigeria implies that forward-looking
language policies should be formulated to accommodate the peaceful and
productive co-existence of English and Nigerian languages in nation-building.
This study contends that, like other countries around the world,
post-independence Nigeria desires sustainable growth and development. Orisawayi
(2005) shows aspects of nationhood that Nigeria should develop by exploring the
development potential of English. In the era of globalisation, individuals and
nations are in dire need of development. Akaegbobi et al. (2001: 5) submit that
“development has become the watchword of our time. The importance of this is
shown in the fact that almost all disciplines are called upon to demonstrate
the specific contribution which they can make to development. The ability to
show this is at the core of proving the relevance of the discipline involved.
The student of language is not immune to this challenge. From time to time, in
formal and informal discussions with his lecturers, schoolmates, and others he
may be challenged to show the relevance of his discipline in national
development.” By changing political, economic, socio-cultural, educational, and
technological structures around the world, globalisation can be construed as
“unifying force” and “lens” that ushers the world to better standards of
living. Multilingual Nigeria is expected to leverage the endowments of English
to keep pace with globalisation-related phenomena. Shobha (2025: 35) submits
that “globalisation is described as a set of economic and political structures
and processes resulting from the changing nature of the products and assets
that form the foundation of the international political economy, namely the
rising structural differentiation of these goods. Globalisation has shattered
the notion of diversity and created unity among the people, especially the
writers who are able to produce their works for the entire world to demonstrate
their creative abilities. Initially, the writer was hesitant about publishing
their work because it was uncertain whether it would be accepted due to
language barriers, but when English became the centre language of
communication, people used it to their advantage and published their work
globally. Globalisation has expanded the number of journals, professors,
politicians, business people, and citizens who observe and make sense of the
changing globe during the past several decades.
Nation-building is so
fundamental in governance that no country ignores it in the era of
globalisation. Even developed countries aspire to build on legacies already
built or instituted by previous governments. Nigeria is a country where
linguistic insights should be given more attention in national development
programmes. Chukwudi and Oboko
(2021: 24) submit that “scholars of different hues have expended mammoth
amounts of research energy to locate the central points of Nigeria’s protracted
national problems (Ajayi, 2000; Famosaya, 2021; Gever et al., 2018; Mensah et
al., 2019; Nwaoga et al., 2014), but it appears as if the most daunting
problems of the country are fundamentally interwoven with the issue of
nation-building. Therefore, from whatever angle sundry concerned crusaders and
commentators engaged with the surrounding trajectories of the Nigerian
development challenges, the issue of nation-building (also describable as the
national question) seems to remain at the centre.” In the modern world,
language is being given more attention in nation-building due to its role in
the smooth running of government and international relations. Ushuple and
Iskandar (2019: 59) submit that “language has started to be treated as a
powerful political instrument… language can be used in many ways; one of them
is in specific purpose areas such as social or cultural communication,
government decisions, political debate, media, which could foster National
Development.” Language issues should be properly managed in Nigeria,
particularly in terms of how a national language can be maximally deployed in
nation-building. There should be positive attitudes from governments and
individuals. On the part of the government, language policies (or planning)
should be focused, objective, clear, sincere, and language-tolerant. According
to Lee (1996: 131), “tolerant language policies unite and promote
nationality-building through inclusiveness in nationalism, and restrictive
language policies divide.” Commenting on language attitudes, Adegbija
(2004: 54) notes that “attitudes towards languages are motivated by
several factors including their socio-economic value, their status-raising
potentials, their perceived instrumental value, their perceived esteem, their
perceived functions or roles in the nation, their numerical strength, the
perceived political and economic power of its speakers, their use in the
official domains, their educational value, etc. Generally, positive attitudes,
covert or overt, are developed towards a language that is perceived to have
value in all these different areas. Conversely, negative attitudes, overt or
covert, develop towards a language in proportion to its lack of function or
narrowing of its distribution in registers.” Taken together, English as an
official language in Nigeria plays a vital role in helping the country navigate
complex globalisation trends. Nigerians are aware of the instrumental role of
the English language in advancing their careers across various sectors. The
fact that the English language guarantees economic opportunities implies that
it can be significantly engaged in nation-building. This study suggests that in
exploring English for nation-building within the context of globalisation,
Nigeria should leverage the global status of English and the breadth of its
vocabulary to facilitate this process.
Acknowledgement
This publication has
been funded by the Tertiary Education Trust Fund (TETFund) under
Institution-Based Research (IBR) intervention. This grant is hereby gratefully
acknowledged.
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