Chinese Language Policy and Its Implementation in Nigerian Secondary Schools: A Study in Kaduna State

Following the Federal Government of Nigeria's announcement of plans to integrate Mandarin into the secondary school curriculum, Kaduna State emerged as one of the pilot zones for Chinese language instruction in the North West. This study examines the implementation of Chinese language policy at five selected secondary schools in Kaduna metropolis. A descriptive case study design was adopted, with data collected through interviews with school principals, Mandarin teachers including three Chinese volunteer teachers, and 90 secondary school students. Policy documents, curriculum materials, and teacher qualification records were also reviewed. The findings indicate significant implementation gaps, including a shortage of qualified Nigerian Mandarin teachers, inadequate instructional materials in Hausa-friendly formats, and limited parental understanding of the programme's benefits. Schools relying on Chinese volunteer teachers face continuity challenges, as volunteer rotations disrupt instructional consistency. Students who received at least two full semesters of instruction showed measurable Mandarin proficiency gains, particularly in tonal pronunciation when guided by native speaker teachers. The study concludes that the Mandarin integration initiative in Kaduna secondary schools requires a comprehensive teacher development plan, localised curriculum materials, and sustained intergovernmental funding. It recommends that the Kaduna State Ministry of Education formalise a five-year partnership with Chinese institutions to create a pipeline of Nigeria-trained Mandarin instructors for schools in the North West geopolitical zone.

Keywords: Chinese language policy, secondary schools, Kaduna State, Mandarin instruction, North West Nigeria