An Evaluation of Hausa Language Policy in Northern Nigerian Universities

Language policy in Nigerian universities shapes the conditions for teaching, learning, and research in indigenous languages including Hausa, with significant implications for language vitality, cultural reproduction, and academic workforce development. This study evaluates Hausa language policy as practised in four universities in North West and North Central Nigeria, examining formal policy provisions, departmental implementation, and staff and student perceptions. A descriptive policy analysis design was adopted, reviewing university charters, departmental curricula, language teaching plans, and staff qualification records. Interviews were conducted with 24 Hausa department heads, language policy officers, and senior academics at Usmanu Danfodiyo University Sokoto, Ahmadu Bello University Zaria, Bayero University Kano, and Federal University Dutse. Student focus groups at each institution assessed perspectives on Hausa language programme quality and career relevance. Findings indicate that Hausa language programmes are present at all four institutions but vary significantly in resourcing, curriculum comprehensiveness, and research output. Language of instruction policy is inconsistently applied, with significant English medium instruction occurring even in Hausa-medium designated courses. Concerns about declining enrolment in Hausa departments are noted at multiple institutions, attributed to perceived limited graduate employment prospects. Recommendations include development of an inter-university Hausa language programme standards framework, investment in Hausa digital resources and publishing infrastructure, and engagement with media, education, and government sectors to expand graduate employment pathways for Hausa language graduates. Keywords: Hausa language policy, Universities, Northern Nigeria, Curriculum, Language vitality.