Speaker
Description
Odula, A. E.
NASARAWA STATE COLLEGE OF EDUCATION, AKWANGA
odulaabdulkadir@gmail.com
Track: Inclusion, Equity and Digital Access
This paper explores the role of indigenous languages and Nigerian pidgin in making Open Educational Resources (OERs) and Learning Management Systems (LMS) accessible in Nigerian Colleges of Education. Despite the expansion of digital learning platforms, over 60% of Nigerian Colleges of Education students face exclusion due to linguistic barriers in OERs and LMS that are predominantly in Standard English (UNESCO, 2024). This paper examines how multilingual digital inclusion can bridge the digital divide and promote equity in teacher education in Nigeria. Grounded in Cummins’ (2000) Linguistic Interdependence Hypothesis and Warschauer’s (2003) model of meaningful digital access, the study argues that scaffolding digital concepts in Hausa, Igbo, Yoruba and Nigerian Pidgin increases operational and informational literacy among first-generation and rural learners. Using a mixed-methods approach, data were collected from a pilot study at two Colleges of Education, where LMS glossaries, video subtitles and WhatsApp tutorials were localized. Findings indicate a 34% increase in students' engagements and a 28% reduction in drop-off from online modules when content was presented in L1 before English. The paper further proposes a Core Curriculum Minimum Academic Standard (CCMAS)-aligned framework for “Localization Clusters” within Language Departments to train pre-service teachers as digital translators and content creators. It concludes that without linguistic equity, digital transformation faces high risks of deepening exclusion. Recommendations of the paper include NCCE/NUC mandates for multilingual OERs, TETFund support for Language-Tech Labs and partnerships with Wikimedia Nigeria for indigenous language content creation.
Keywords: Multilingual education, digital inclusion, OERs, LMS, Nigerian languages and equity.