THE EVALUATION OF THE IMPLEMENTATION OF LANGUAGE POLICY IN THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS WITHIN IFE CENTRAL LOCAL GOVERNMENT AREA, OSUN STATE

This study examines the implementation of Nigeria's language policy in the teaching and learning of English within secondary schools in Ife Central Local Government Area, Osun State. English occupies a central role as Nigeria's official language and the primary medium of instruction from the upper primary level, making policy enforcement vital to achieving national educational objectives. The research therefore investigates the extent to which the provisions of the National Policy on Education, particularly its stipulation that English be taught as a subject and used as a medium of instruction from Junior Secondary school are reflected in actual classroom practices. The study adopted a descriptive survey design and employed convenient sampling to select 20 English language teachers and 200 students across public and private secondary schools. Data were gathered using a structured questionnaire focusing on teaching strategies, language choice during instruction, availability of learning resources, and students' perceptions of policy implementation. Results indicate that the policy is only partially implemented, with a persistent mismatch between official directives and classroom realities. The findings highlight that full implementation of Nigeria's language policy is hindered by systemic constraints including insufficient resources, weak teacher preparation, and entrenched sociolinguistic practices. The study recommends targeted interventions such as continuous professional development for teachers, improved resource provision, stricter policy monitoring, and greater sensitization of both students and parents. Strengthening these areas will help close the implementation gap, improve English language education, and reinforce the role of English as a tool for academic achievement, national cohesion, and global competitiveness. In conclusion, the study shows that although Nigeria's language policy provides a strong framework for English language education, systemic barriers continue to hinder its full realization. Bridging this gap requires deliberate interventions such as continuous professional development for teachers, provision of adequate resources, closer monitoring by education authorities, and sensitization of both students and parents. Strengthening these areas will ensure that English language teaching and learning aligns more closely with national objectives and contributes to academic achievement, national cohesion, and global competitiveness.