Language Policy, Instructional Practice, and Learning Outcomes in Bilingual Primary Schools in South South Nigeria

This study examines the relationships among national language policy, actual instructional language practices, and learning outcomes in bilingual primary schools in South South Nigeria, covering Rivers, Delta, and Bayelsa states. Nigeria's language-in-education policy prescribing mother tongue instruction in the first three years of primary school confronts the sociolinguistic complexity of a multilingual region with dozens of local languages and a dominant Pidgin English vernacular. The study employs a convergent mixed-methods design, drawing data from 600 Primary Three pupils, 120 teachers, and 40 head teachers across 20 schools in each state. Pupil literacy outcomes in English and local language reading were measured using standardised assessments. Classroom language use was quantified through structured observation. Teacher language policy beliefs were assessed by survey. Multilevel regression analysis and critical discourse analysis were applied. The study draws on Cummins' Linguistic Interdependence Hypothesis, Hornberger's Continua of Biliteracy Model, and Baker's Framework for Bilingual Education. Findings are expected to reveal significant misalignment between policy intent and classroom language practice, with teachers code-switching between English and Pidgin rather than implementing official mother tongue instruction. The implications of different language practice patterns for early reading achievement are modelled. Recommendations address the Rivers, Delta, and Bayelsa state governments and the Federal Ministry of Education on contextualising language policy for multilingual regions and training teachers in evidence-based bilingual instruction models. Keywords: language policy, bilingual education, instructional practice, South South Nigeria, learning outcomes