Africa is a continent of considerable cultural diversity. This diversity does not necessarily run in parallel to the national boundaries that were created in Africa in the colonial period. However, decades of nation building in Africa must have made their mark. Is it possible nowadays to distinguish national cultures in Africa, or are the traditional ethnolinguistic distinctions more important? This article uses an approach developed in cross-cultural psychology to examine these questions. In 2012, Minkov and Hofstede published an article in this journal analyzing World Values Survey data from seven countries in Sub-Saharan Africa at the level of subnational administrative regions. They argued that national culture is also a meaningful concept in this region. This study reexamines the matter. It uses an innovative approach, looking at ethnolinguistic groups instead of at administrative regions and using the much more extensive Afrobarometer survey data set. It finds that although the Minkov/Hofstede study still has merit, the picture is more nuanced in several important ways. There is not one pattern that adequately describes the situation in the whole of Africa. 1

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As the most populous African nation, with one of the most diverse, and problematic, ethnolinguistic profiles in the world, Nigeria provides a case study for the potential introduction of indigenous languages in (higher) education delivery in once colonised territories. We argue that increased enrolment in higher education will become necessary for Nigeria to attain its developmental goals. We then discuss the limits to what the Nigerian educational system can be expected to achieve using English as the medium of instruction. Once these limits are surpassed, the gradual addition of a limited number of Nigerian languages will become inevitable. We propose to make use of a distinction between languages as designed (or intellectualized) and languages as discerned, inspired by the terminology of ‘Ausbau’ and ‘Abstand’ languages as used by Kloss. The article briefly reviews the complex linguistic makeup of Nigeria and outlines a number of principles that could guide rational language choices in this area, such as ease of acquisition and inclusivity. It ends with suggesting a number of concrete steps that should be taken over the coming years in order to make the introduction of indigenous languages into higher education in Nigeria a practical possibility.

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