International Conference: language education for sustainable development

Kazakov, G. (2021). Developments in language education, polyglottery and geolinguistics. Филологические науки в МГИМО, 7(4), 9-13.Matthew O. I. (2021). Language education in Nigeria: contemporary issues and way-forward. Cognizance journal of multidisciplinary studies. Vol 1, issue 2, pp 1-20Offorma, G. C. (2009). Curriculum across languages.Onotere, A. C., Isama, E. N., and Okpan, O. P. (2021). An evaluation of the implementation of the English language curriculum in Nigeria under the nine-year universal basic education curriculum. International Journal of English Language Teaching Vol.9, No.4, pp.10-25, 2021

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guage education curriculum is a tool through which the SDG 4 can be achieved. A hoard of researches have laid much emphasis on education generally as it patterns to language education with little on curriculum of language education which should engender the content, achievable objectives and strategies for SDG 4 attainment. This study seeks to harness the perception of teachers/students in tertiary institutions in the language discipline to unravel opportunities towards sustainable development in north-eastern Nigeria. Do teachers/students in teachers training institution perceive language education curriculum as a mechanism through which sustainable development can be realise? and what is the assessment of teachers/students on the realization of language education curriculum toward sustainable development? The study employs quantitative descriptive survey design. A self-constructed questionnaire was used to elicit data from 200 teachers/students from language departments of colleges of education in Gombe state northeast Nigeria. The study found that, teachers/students hardly believe the language education curriculum is capable of enhancing sustainable development in north eastern Nigeria. Participants perceive language education curriculum as a tool for education but feel language education curriculum only stands as far as the English language is understood and appreciated. It was also found that student believe language education should be reviewed to accommodate indigenous languages which will achieve the goal more effectively. The study recommends a holistic appraisal of language education curriculum in Nigeria and a shift from the English language to indigenous language for better pursuance of sustainable development in Nigeria.The study concludes that language education curriculum need to be revisited while effort is being made to involve language specialists in a bid to create language education that centres on what the people appreciate and are capable of using to foster sustainable development. This will enhance the drive to achieve education for sustainable development.