Kano House of Assembly Says English Is No Longer the Priority — Hausa Will Now Dominate the Classroom

Kano House of Assembly has introduced a new bill aimed at making Hausa the compulsory medium of instruction in all primary and secondary schools across the state. Kano House of Assembly explains that the goal of the bill is to enhance comprehension and learning outcomes among students by allowing them to learn in the language they understand best. Kano House of Assembly argues that many pupils struggle academically because they are forced to learn subjects through English, which is not their first language.

Kano House of Assembly believes that adopting Hausa will boost confidence among students and reduce the communication barrier that often hinders effective classroom interaction. House of Assembly insists that English and other languages will remain part of the curriculum, but core classroom teaching—including lesson delivery, assessments, and teacher–student interaction—must be conducted in Hausa. The State House of Assembly states that this approach mirrors global best practices where foundational learning is rooted in the mother tongue.

Kano House of Assembly highlights that the bill aligns with Nigeria’s National Policy on Education, which encourages the use of indigenous languages at the early stages of education. Kano House of Assembly stresses that this legislative action will make Kano the first state in Nigeria to legally enforce the use of an indigenous language as the sole instructional medium. The State House of Assembly confirms that the bill has successfully passed its first reading and will now proceed to committee review.

Kano House of Assembly Says the Bill Will Strengthen Cultural Identity and Improve Academic Performance

Kano House of Assembly maintains that Hausa is more than a language—it is a cultural pillar and unifying identity for millions across Northern Nigeria. House of Assembly emphasizes that research shows children learn faster when taught in a language they speak at home, resulting in stronger comprehension and academic retention. The State House of Assembly lists Hausa’s extensive written literature, long-standing orthography, and regional influence as additional justification for the policy.

Kano House of Assembly points out that developed nations such as China, Germany, and Japan use their indigenous languages for education without sacrificing global competitiveness. State House of Assembly believes that promoting Hausa will foster pride, intellectual development, and a stronger sense of belonging among Kano students. The State House of Assembly assures the public that students will still learn English, but not as the primary instructional language.

Kano House of Assembly insists that prioritizing Hausa will prevent the erosion of cultural heritage in academic environments. The State House of Assembly expresses concern that dependence on English as the dominant language of instruction contributes to cultural alienation and loss of identity. The State House of Assembly concludes that this bill is a deliberate move toward linguistic decolonization and cultural preservation.

Kano House of Assembly Responds to Concerns About Implementation, Competitiveness, and Teacher Training

Kano House of Assembly acknowledges that some educators and parents are worried about how the policy will affect students’ competitiveness in external examinations conducted in English. The State House of Assembly understands that national exams such as WAEC and JAMB still require English proficiency, and the transition must therefore be carefully managed. The State House of Assembly argues that the policy does not aim to weaken English fluency, but to build stronger foundational learning in Hausa.

Kano House of Assembly recognizes implementation challenges, including the need for teacher retraining and the development of Hausa-language textbooks for science and technical subjects. Kano House of Assembly assures that plans are underway to collaborate with educational publishers and training institutions to address terminology gaps, especially in mathematics, physics, chemistry, and ICT. The State House of Assembly warns that without proper execution, the reform may face unnecessary resistance and confusion at the classroom level.

Kano House of Assembly promises to engage stakeholders—teachers’ unions, academic experts, parents, and school administrators—before final passage of the bill. The State House of Assembly reiterates that the intention of the bill is not political symbolism, but to improve learning outcomes and restore pride in indigenous language. The State House of Assembly confirms that subsequent readings of the bill will involve public debate, committee scrutiny, and expert validation.