Beyond Language Barriers: Rethinking English Proficiency Requirements for Nigerian Graduates

Abstract

The debate surrounding whether Nigerians should be exempted from international English proficiency tests to study in English-speaking countries in the West has gained significant media attention. It is argued that English is already the official language, widely used in Nigeria for government, media, and education, making it the everyday language for many Nigerians. Consequently, they find it offensive and demeaning to mandate English proficiency tests, particularly for graduate students seeking to study abroad. As part of an academic inquiry into the issue, this paper aims to investigate the perceptions of Nigerian graduates regarding international English proficiency tests. This study offers insights into Nigerian graduates’ views, potentially informing educational policy and addressing fairness in international language testing requirements for English-speaking nations. The authors obtained responses through a six-question structured questionnaire and evaluated the perception of Nigerian graduates concerning these tests. Using a quantitative approach, the participants’ responses were analyzed and triangulated by situating them in real-life contexts. The findings indicate that a majority of Nigerian graduates believe Nigerians should be exempted from these proficiency tests due to the prevalence and familiarity of the English language in Nigeria compared to indigenous languages. However, an average of 11% of respondents believe that Nigerians should not be exempted from taking standardised English proficiency tests. This is significantly lower than 89% of respondents who believe that Nigerians should be exempted from these tests. This suggests a reconsideration of English proficiency tests for Nigerians, potentially influencing policy changes in language testing and supporting equitable access to international education. The findings also have broader implications for international educational policies and the recognition of linguistic diversity in a global academic environment.

Keywords

• english proficiency tests
• ielts
• nigeria
• toefl
• language policy
• educational fairness