Qualitative Study on Multidisciplinary Strategies for English Language Education Teaching in Multilingual Contexts among Institutions of Learning in Nigeria: A Review
DOI:
https://doi.org/10.64348/zije.2026274Abstract
The global dominance of English as a lingua franca intersects with the diverse multilingual fabric of societies like Nigeria, where over 500 languages coexist, presenting distinct challenges and opportunities for language education in the 21st century. This paper investigates multidisciplinary strategies for enhancing English language education in such contexts, with a focus on Nigeria’s diverse linguistic environment. Drawing on linguistics, pedagogy, and sociolinguistics, it argues that effective English teaching in multilingual settings demands an integrative approach beyond monolingual paradigms, adapting to learners’ linguistic repertoires and socio-cultural realities. Through a critical analysis of educational practices and theoretical frameworks, the study proposes a model that combines language acquisition theories with context-sensitive innovations, such as translanguaging and culturally responsive pedagogy, tailored to Nigeria’s ethno-linguistic diversity. Emphasis is placed on promoting linguistic competence while advancing social cohesion and equitable education, particularly in Nigeria’s pluralistic society. The paper examines Nigerian case studies - such as bilingual classrooms in Oyo State - to illustrate practical applications, highlighting their potential to link academic knowledge with societal development. By repositioning English language education as a multidisciplinary endeavour, this study contributes to discourses on sustainable educational progress in Nigeria and beyond.
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