STRATEGIC PLANNING FOR ENGLISH LANGUAGE TEACHING IN MULTILINGUAL CLASSROOMS: A CASE STUDY OF PUBLIC SCHOOLS IN ONDO STATE, NIGERIA

Abstract

Given Nigeria’s linguistic diversity, planning for English Language Teaching (ELT) in schools must move beyond generic language policies and adopt approaches that are responsive to local multilingual realities. This study explores strategic approaches for planning ELT in multilingual classrooms within Ondo State, Nigeria. Drawing on theoretical frameworks such as Cummins’ Interdependence Hypothesis and translanguaging pedagogy, and using a qualitative case study method, the research investigates how public schools accommodate or suppress learners' linguistic diversity during English instruction. Data were collected through interviews, classroom observations, and document reviews across three selected schools in urban, semi-urban, and rural parts of Ondo State. Findings reveal that while English is the official language of instruction, teachers frequently resort to Yoruba— either consciously or subconsciously to aid comprehension. However, the use of indigenous languages remains informal, unsupported, and in many cases discouraged by policy and examination standards. The study identifies key barriers to strategic planning, including teacher training gaps, curriculum rigidity, and lack of instructional resources in local languages. The study concludes with practical recommendations for educational planners, teacher trainers, and policymakers, emphasizing the need for context-responsive planning that views multilingualism not as a barrier, but as a pedagogical resource for enhancing ELT in Nigeria.