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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Models in the construction of female identity in Nigerian postcolonial literature Gendered identity in Africa has for centuries been a hotbed of ideological and narrative contestations. While colonial constructions of the African female were generally essentialist and negative in character, early postcolonial African literature also ironically deployed essentialisms and rigid gender binaries to portray African womanhood, thus prompting a challenge of both by female African writers of the first generation. However, in a significant twist, second generation Nigerian women writers were to restore the related tropes of wifehood and motherhood to the front burner. This article examines the corresponding models of representation of gendered identity and the inherent, and complex, negotiation of gendered power relations over time in Nigerian postcolonial literature. These models, which we describe here as "essentialism entrenched", "essentialism challenged" and "essentialism negotiated" are examined against the background of gender theory and African womanist discourse. The essay observes that the resurgence of motherhood, albeit in mediated/transformative forms in Nigerian women writing, underscores the continuing challenge of culture in the formation of African gendered identities and in relation to societal development. The work of Akachi Ezeigbo, a leading Nigerian female writer of the second generation, is used in the article to illustrate this resurgence and its interface with womanist theorizing.

This research aims at examining how the cognitive stylistic model of analysis can be useful in the interpretation of African skits. The analytical process reveals how viewers make interpretive connections between the text-world and the real world, by bringing their experience and background knowledge to interact with the text. Two skits – one Nigerian and one Ghanaian – were purposively retrieved from YouTube for the analysis, using a qualitative approach within the cognitive stylistic framework of Text World Theory. We discovered a congruence of the cognitive faculty, experience, and epistemic perceptions leading to the construction of the discourse worlds of the skits.

Virtual space expressions contribute to the proliferation of African youth lingo within the Nigerian environment. However, beyond the sheer accumulation of lingual features, virtual space in Nigeria is also a site for the projection of both modern and indigenous youth identities, and for the deployment of sundry communication codes and multimodal affordances. This article explores this twin deployment, first as a way of broadening the sociolinguistic profile of African urban and youth languages, and second as a platform for examining aspects of youth identity formations in the Nigerian setting and how these intersect with the larger linguistic and sociolinguistic environment. Employing the methodology of content analysis, the article establishes youth language practice in virtual space in the Nigerian environment as not only multimodal, but also as indexical. Data samples are drawn from multiple discussion threads on Nairaland, a Nigerian youth news and entertainment blog that is hugely representative of the virtual space youth speech community in the country. The article concludes that virtual space and multimodal affordances enable the projection of hybridized and sometimes nondescript youth identities and alter-egos, as well as a display of communicative usages that appear distinctively African.