Abstract

This paper examines the role of mother tongue education in Nigeria as a vital tool for capacity building in applied linguistics and national development. It explores the function of the mother tongue both as a medium of instruction and as a subject within the educational curriculum. The study argues that the mother tongue plays a critical role in the cognitive, linguistic, and social development of a child, particularly in multilingual societies such as Nigeria. Drawing on the works of scholars such as Bamgbose, Awoniyi, Fafunwa, Ndamba, and Mahuta, the paper highlights the interdependence of language and thought, emphasising that effective learning is best achieved through the learner’s first language. The paper further examines the contributions of scholars and professional bodies to the promotion of indigenous languages, as well as the role of the mother tongue in national integration and socio-economic development. In addition, the study analyses societal attitudes toward mother tongue instruction and identifies key challenges hindering its implementation. The paper adopts qualitative research approach to explore participants, experiences and perceptions of mother tongue education in Nigerian schools through interviews and thematic analysis. The theoretical framework employed for the study is based on: Interdependence hypothesis and socio-cultural theory because these theories support the importance of first language (mother tongue) learning. The findings reveal that mother tongue education enhances early stages learning and also improves cognitive development of a child. It is a foundation for capacity building and national development. The study concludes with practical recommendations aimed at strengthening mother tongue education for sustainable national development.