Janet Osinaike, a graduate of English Language Education from Tai Solarin University of Education, has called on Nigerian universities to intensify efforts in monitoring students’ language use to safeguard English proficiency, especially amid the growing dominance of Pidgin English in academic spaces.
Osinaike, whose undergraduate research project was titled “The Effect of Nigerian Pidgin on the English Language Skills of Undergraduates,” said many students have grown increasingly reliant on Pidgin, using it in both casual and academic interactions, except for formal classroom discussions or direct communication with lecturers.
“Pidgin has become more than just a social dialect; it’s the dominant language among students on campus,” she said during an interview with our correspondent. “It’s now common to hear students switching from Standard English to Pidgin even in study groups or while preparing assignments.”
The study, which was conducted among 100 students across five colleges at Tai Solarin University of Education, found that the roots of this linguistic pattern are mostly environmental. “The way students speak at home often reflects how they express themselves at school. Without intentional correction or monitoring, these habits carry over into formal settings,” Osinaike explained.
Since completing her degree in 2021, Osinaike has gained experience as a phonics instructor. There, she works with students to enhance their academic writing and speaking skills, an experience she describes as eye-opening.
“In the U.S., there’s a strong emphasis on clarity and professionalism in student communication,” she said. “It’s made me appreciate even more how essential good English skills are, not just for passing exams but for building confidence and opening doors professionally.”
Although she acknowledges that Pidgin English offers ease of expression and cultural relevance, she insists that its unchecked use in academic environments can be detrimental. “We can preserve and celebrate our local languages, but not at the expense of Standard English proficiency. The two can co-exist, but boundaries must be respected,” she stated.
Her research also observed that students often avoid Pidgin during group work, informal presentations, or when writing to their peers. Osinaike warned that this trend, if ignored, could affect students’ written communication skills and their ability to articulate ideas in professional environments.
“If nothing is done, students will graduate with weak grammar, poor writing habits, and low confidence in formal settings,” she said.
As a way forward, Osinaike advocates for structured language monitoring in universities. This, she suggests, could include regular assessments, writing workshops, and classroom policies that promote Standard English in both formal and informal academic contexts.
“Lecturers should always model and encourage proper English use, not only during lectures. Simple things like group discussions, online discussions, and peer reviews can be guided to improve language habits,” she said.
She also recommends the introduction of student-led mentoring programs where more proficient speakers of English can support peers in improving their fluency through collaborative learning.
“Peer learning creates a safe and supportive space. Language development doesn’t have to be rigid, it just needs to be intentional,” she added.
Osinaike believes that language is central to academic excellence and should be treated as a priority, not an afterthought. “Students may have brilliant ideas, but if they cannot express them properly, their potential is limited,” she said.
As a young educator committed to language and education improvement, she continues to champion programs that promote effective communication, critical thinking, and confidence in academic writing.
“Pidgin has its place,” she concluded. “But in the classroom and the professional world, Standard English still holds the key. We must protect it through monitoring, mentorship, and continuous learning.”
