ENGLISH AS A SECOND LANGUAGE INSTRUCTION IN NIGERIAN SCHOOLS: STRUCTURAL CONSTRAINTS AND PATHWAYS FOR SUSTAINABLE REFORM

ABSTRACT English remains the official language of Nigeria and the dominant medium of instruction across all levels of education. However, despite prolonged exposure to formal instruction, learner proficiency outcomes remain inconsistent, as reflected in recurring performance trends in the West African Senior School Certificate Examination (WASSCE). This paper critically examines the structural, pedagogical, and sociolinguistic factors shaping English as a Second Language (ESL) instruction in Nigerian schools. Drawing on key Second Language Acquisition (SLA) frameworks—particularly communicative competence, interactionist theory, and input-based models—the study interrogates the persistence of multilingual interference, weak early literacy foundations, inadequate teacher preparation, examination-driven pedagogy, infrastructural deficits, and ineffective policy implementation. Rather than treating these issues as isolated, the paper argues that they constitute an interconnected system of constraints reinforced by institutional inertia. It contends that meaningful reform must move beyond rhetorical policy commitments toward coordinated, evidence-based interventions. The study concludes that improving ESL outcomes is not only an educational priority but also a prerequisite for equitable national development