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LANGUAGE IN NATIONAL DEVELOPMENT:
AN EXPLORATION INTO SOCIOLINGUISTICS
AS A FIELD OF INQUIRY
An inaugural lecture delivered
at the University of Ibadan
on Thursday, 23 April, 2015
By
SOLOMON OLUWOLE OYETADE
Professor of Linguistics
Faculty of Art .••
University of Ibadan
Ibadan, Nigeria
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Ibadan University Press
Publishing House
University of Ibadan
Ibadan, Nigeria.
© University of Ibadan, 2015
Ibadan, Nigeria
First Published 2015
. All Rights Reserved
ISBN: 978- 978 - 8456 -78 - 0
Printed by: Ibadan University Printery
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The Vice-Chancellor, Deputy Vice-Chancellor (Admini-
stration), Deputy Vice-Chancellor (Academic), The Registrar
and other Principal Officers, Provost of the College of
Medicine, Dean of the Faculty of Arts, Dean of the
Postgraduate School, Deans of other Faculties and of
Students, Distinguished Ladies and Gentlemen.
Preamble
I give glory to the Almighty God for the singular honour and
privilege given me to deliver this inaugural lecture on behalf
of my Faculty, the Faculty of Arts of this great University.
This inaugural lecture is significant in two respects. First, it
marks my thirtieth anniversary as a lecturer in this University,
and second, it is the tenth coming from the Department of
Linguistics and African languages. Specifically, however, it is
the 8th from the Linguistics component of our composite
Department. The first, titled "The Study of West African
Languages", was delivered in' 1964 by the late Professor
Robert Armstrong; the second was by Professor Ayo
Bamgbose in 1972, and it was titled, "Linguistics in a
Developing Country". Twenty years later, in 1992, Professor
Ben Elugbe delivered his with the title, "The Scramble for
Nigeria: A Linguistic Perspective". The next was delivered
by Professor Augusta P. Omamor in 2003 with the title: "Of
Linguistics, Knowledge and Service to the Nation". Professor
Adekunle Adeniran delivered the fifth titled, "Nigeria as
Babel: The Paradox of a Sociolinguistic Blessing" in 2005,
while in 2006 Professor Kola Owolabi' s lecture entitled
"Nigeria's Native Language Modernization in Specialized
Domains for Development: A linguist's Approach" was
delivered. This was followed by Professor Francis
Egbokhare's lecture in 2013 titled, "The Sound of Meaning".
It is this league of erudite scholars that I now join as I deliver
this inaugural lecture. I cherish this privilege, and I express
my profound appreciation to the Dean and the entire Faculty ..
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My inaugural lecture is titled "Language in National
Development: An Exploration into Sociolinguistics as a Field
of Inquiry". A look at some of the previous titles and the
present one reveal a common denominator, that is the central
theme pointing to the centrality of language to national
development in all ramifications. Mr. Vice-Chancellor, our
elders say that when a blacksmith is beating a piece of iron
repeatedly on a spot, there is something significant about that
spot. Therefore, we cannot stop harping on language as the
quintessential vehicle for development. Language is our
object of study in Linguistics. In the Department of
Linguistics and African Languages, we are not concerned
with abstract theorising or research for research sake but how
our research can lead to total societal development, hence the
need for continuous emphasis on the role of language in
developmental objectives of the country. Language is a
resource just like any other natural resources. The tongue or
mouth of man is its source and the human society is its abode.
It manifests itself in different forms within and between
individuals, groups, societies, situations, circumstances, space
and time. It is studied in these different forms in
Sociolinguistics to gain as much insight into its nature and, at
the same time, to have understanding about the dynamics of
its use in human society.
The field of Sociolinguistics encapsulates all aspects of
language study. This aspect of Linguistics is what I will try to
espouse within an hour allotted for this lecture. I promise that
I will not bamboozle you with linguistic pedantry, but in a
way, will be able to show that the study of Sociolinguistics is
a sine-qua-non for the development of our nation and that due
attention should be given to our languages as veritable
instruments for development such that our developmental
goals shall be realized.
What constitutes Development?
Adeniran (2013) provides a comprehensive review of the
concept of development and identifies three broad
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perspectives in which the term is used in developmental
theory. The first perspective is that which sees development
as change. This is considered to be the least intellectualized
and most vulnerable of the senses as it provokes the question
'what kind of change?, since change can be for the better or
. for the worse. However, I will align myself with the positive
sense of change and see it as one that brings about progress
and enhances the quality of life of the members of a society.
The second sense in which development is conceived is
the one that sees it as growth in the form of increased
productivity. According to scholars of this view point,
development is sustained growth in per capitaf as a result of
improved technical and institutional conditions of production
(Sanda 1981, Ohiorhenuan 1984). On this perspective of
development, Adeniran (2013:207) remarks that development
makes sense since its goals are desirable and its results will
trickle down to all levels of the society.
The third sense of development sees it as modernization.
This relies on the European industrial technology and the
computer for the solution of problems encountered in
factories, communication and even in home management. In
this perspective of development, emphasis is on modem
education as a medium of acquisition of aspects of modem
innovations, while traditional values are discouraged or
completely relegated to the background as not relevant to the
transmission of modem scientific and technological
knowledge.
In the same vein, Akinpelu (2002) identifies two models
of development, namely: the Orthodox/Traditional Model and
the New Development Order or Another Development.
According to him, the orthodox or traditional model is the
Western European conception which saw development in
material and economic terms, then developed indices with
which to determine levels of development along a linear
structural line. In this model, countries are categorized
according to whether they have satisfied those indices into
developed, developing, less developed or underdeveloped.
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A developed nation, for example, is one that has a healthy
balance of payment, a sizeable foreign exchange reserve, high
Gross National and Gross Domestic Product. Other indices
consist of technological infrastructure like electricity, water
supply, good road network, efficient mass transit system,
number of schools, and the like. A nation can therefore be
categorized as developing or underdeveloped to the extent to
which it meets the requirements of the indices.
This perspective of d-.elopment has been criticized as
ethnocentric, among others. Apart from the fact that it puts all
cultures into a straitjacket of values and measures their
progress along a predetermined unlinear dimension, it is
oblivious of multi-variety of cultures and ignores the fact that
developments can be based on the varieties of value systems.
The second perspective, Another Development, on the other
hand, is human-centred and people-oriented development.
According to Akinpelu (2002:70),
This model is to the effect that development,
national or otherwise, can only take place from
where the individuals that make up the collective
are. To upgrade the capacity of the system is to
equip the individuals in it with the skills, the
readiness and the desire to make the necessary
changes. The empowerment of the people is the
sine-qua-non of any authentic development. Thus,
grassroots participation is one of the indices of
the new model of development.
This accords with Fardon and Furniss' (1994) position that.
development as a process of empowerment must be
differentiated according to who it seeks to empower and in
what terms: cultural, technical, educational, economic,
political or whatever. A wider and more satisfactory
conception of development is one that sees it as total human
development. The full realization of human potential and a
maximum utilization of the nation's resources for the benefit
of all-are the central concerns of this perspective.
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Bamgbose (1991) provides a summary of the elements
that should form the components of national development
.defined in a broader sense as follows:
(i) Integrated development in which economic
development is linked to social and cultural
development;
(ii) Self-reliance a.s the basis of all development instead
of mass importation of expertise;
(iii) Intellectual aid as a surer basis of development in
preference to material aid;
(iv) Technology whenever transferred to be
domesticated and designed to conform with the
social-cultural norms and conditions of the country;
and
(v) Mass participation and grassroots involvement in
order to ensure widespread and genuine develop-
ment.
How will all these be possible without due attention paid
to our indigenous languages? We can be self-reliant when we
use our languages as a factor of production in our
Agricultural System and other crucial sectors to our
development. Technological development is possible when
we interfuse resources of our indigenous languages with those
from outside sources.
In the same way, Prah (1995) notes that the general
contemporary discourse on African development has tended
to overemphasize concerns with Gross Domestic Product,
Gross National Product and Per capital figures at the expense
of non-economic criteria. He states that:
If culture is scientifically conceived as the basis
of all social activity, encompassing the economic,
political, historical and psychological dimensions
of human existence, it is understandable that
development cannot be properly conceptualized
as essentially economic indices. Development
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must be reflected in all areas of human activity.
Its manifestation in the economy must be in
parallel reflected in other facets of social life..
language included (prah 1995:17 - 18).
This then leads us to the next section of this lecture,
which is the place of language in development.
The Language Factor in National Development
The role of language in development cannot be over-stressed.
Every developmental discourse has taken note of its
pragmatic and expressive values. In discussing the dialectics
of culture, language and development, Prah (1995) says that
language is a fund to which all human beings contribute and
is generationally transferred in various contexts. In one form
or the other, whether spoken or written, language involves
humanity in its entirety, in much the same way that it voices
the existence of specific groups. It is the basis of all
cooperative forms of socialization. Literally, all records of
humanity spoken and written are stored through the agency of
language. Language is what has made possible the
development and growth of culture.
Language is the key instrument of communication and it
is the principal means of establishing and sustaining social
relations. It is closely tied to social structure and the value-
system of society (Trudgil 1986). For Durkheim, 'without
language, essentially a social thing, general or abstract ideas
are practically impossible, as are all the higher mental
functions'. Furthermore, he argues that logical thought is
made up of concepts, and that the system of concepts with
which we think in everyday life is that expressed by the
vocabulary of our mother tongue, because every word
translates a concept.
Language is used for socialization, and this usage of
language is crucial to education. Education, especially
scientific education as noted by Prah (1995:15) is "one of the
most significant activities contributing to the development
and expansion of language today". For example, languages
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like Chinese, Korean and Japanese have buttress scientific
vocabulary in the past half century.
With this background information about the functions of
language in human society, its role in any developmental
agenda becomes obvious. It is in this light that Wolff (2008)
remarks that no matter how narrowly or widely we define
DEVELOPMENT, there is no way in which issues relating to
political systems and democracy, juridical and educational
systems, the human rights situation, economy and social
mobility, the role of electronic and print media in society,
issues of cultural autonomy and the status of minority groups,
can be seriously analysed and discussed without reference to
LANGUAGE.
As recognized by linguists in general and sociolinguists in
particular, language is a resource that can be harnessed for
national development. This is expressed by Adeniran (2014)
who identifies two major areas where language is crucial to
national development. These are communication and
education. Similarly, Chumbow (1987), quoted in Wolff
(2008), recommends that language(s), in particular the
indigenous languages, must be treated as integral elements of
any national (economic, social and cultural) development
plan. In his words:
The languages of a nation are its natural resources
on the same level as its petroleum, minerals and
other natural resources. These languages can
therefore be harnessed and developed, if carefully
planned, for overall interest of the nation.
However, if care is not taken and appropriate
planning undertaken, multilingualism, like its
twin-sister, multi-ethnicism, can be a source of
strife in the body politic of the nation. Language
planning is consequently, as' important as any
other aspect of economic planning and the place
of language planning is therefore the "National
Development Plan", as a concomitant of all the
other aspects of economic planning for national
development (p. 13).
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It is evident in this long quotation that languages that can
serve to promote national development are indigenous
languages of the individual countries in Africa. But the
African elites have not really seen the need to disentangle
themselves from the imperialists as evident in the fact that
educational policies of most African nations are still the
reflection of the colonial policies. This implies heavy reliance
on the ex-colonial languages, which as a rule the mother
tongues of the students in the colonial motherland, but are
foreign languages for most African children. This in the
words of Wolff (2008:10), clearly shows the language factor
as a facilitator in the home context of the European powers,
but a factor for failure in the colonized territories of Africa.
The consequence of this is high failure rate in European
languages as well as in other subjects because the mediums of
instruction in most schools are European languages. This
promotes high dropout rates and illiteracy since literacy is
defined in terms of ability in European languages. The result
of this is elitism in favour of a small elite at the expense of
the masses whose members are excluded from upward social
mobility. It is also not uncommon to find prejudices and
stereotype that are already deeply entrenched in the minds of
African stakeholders due to the brainwash effect of post-
colonial education. For example African languages, are
'deprived tribal', not fully "adapted" languages, and not
"modem" in that they are incapable of expressing scientific
and technological concepts. African languages are therefore
seen as being inadequate for the demands of 21st Century
global civilization (see Wolff 2008, Ansre 1976, Kotey
1975). .
We can also add to these the view that majority otAfrican
nations are multilingual and to encourage the use of
indigenous languages in education will mean promoting
ethnic identity rather than. national integration. Finally,
Fishman (1968) as quoted in Stroud 2002 observed that
"Linguistically homogeneous polities are usually more
. developed, educationally more advanced, politically more
modernized and ideologically-politically more tranquil and
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stable". Similarly, Stroud (2002) quotes Pool (1972) as
saying, "that a country that is linguistically highly
heterogeneous is always underdeveloped and a country that is
developed always has considerable linguistic uniformity".
These views have been challenged by Egbokhare and
Oyetade (2002) as eurocentric, In spite of the absence of
definitive-scientific studies in support of this conclusion, it is
not difficult for one to imagine how linguistic diversity may
become a catalyst for disintegration, especially through the
use of language as a vehicle of ethnicity. It is not also true
that linguistic heterogeneity correlates with under-
development. There are a number of countries in the West
that are as linguistically fragmented as are countries in Africa,
and yet they are well developed politically, economically and
in all indices of development (e.g. Belgium, Switzerland and
Australia); whereas there are countries in Africa with
moderate degree of linguistic diversity that are as poor as can
be possibly imagined. In actual fact, Alexander (2003) points
out multilingualism needs not be a problem with proper
management. In his words:
Indeed, if handled properly, languages, like all
other resources, have a job-creating potential. In
some countries, notably Australia, Canada,
Belgium, Sweden, a language industry has been
set up which caters for domestic as well as
international linguistic needs. Thus, for instance,
hundreds-and even thousands--of interpreters,
translators, terminologists, lexicographers and
other language practitioners and professionals
have to be trained and employed in order to make
the multilinguality work smoothly.
Case studies of language planning in some countries have
revealed that the claims here are mere myths rather than
realities. It will be necessary to take a look at some of such
cases.
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Australia as a Case Study
Australia, a one-continent country, is a multilingual giant.
Clyne (2000) provides a brief account of the salient features
of both the National Policy on Languages and the Australian
Language and Literacy Policy. English is the de facto official
language but it is not explicitly declared so, rather it is used
as the country's national language. National Language Policy
as well as Language and Literacy Policy are guided by the
following principles:
Maintenance and development of languages,
other than English; provision of services in
languages other than English; opportunities to
acquire second language.
With these guiding principles, efforts are made to ensure
that in primary and secondary schools, children from all
backgrounds are taught in a range of languages, including
some immigrant ones. Thus, about 38 languages are
examined in the end-of-secondary school examination. In
addition, many public notices are published in a variety of
languages, a state-run television service transmits films in
community languages with English subtitles, local public
libraries hold books, magazines, cassettes, and videos in the
languages of the local community, and there is a telephone
interpreter service available in about 90 languages.
There are a number of important lessons to be learnt here:
multilingualism is not an excuse for neglecting the
development of languages. For so many languages to be
taught at both primary and secondary school levels, would
take a lot of language-planning efforts involving both status
and corpus planning-writing· of different educational
materials. In addition, when attention is paid to all languages,
there is relative peace in the country. Also, the use of many
languages in different domains provides jobs for people of all
categories: writers, illustrators, printers, publishers, etc. Thus,
the economy of the individual, as well as that of the country
is enhanced. In actual fact, the Australian case is a perfect
example to debunk the claim that multilingualism is a bastion
of poverty.
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Finally, language policy in Australia definitely facilitates
public awareness and mass-mobilization, and mass
participation in national affairs. Perhaps we can add that the
investment on the linguistic resources of Australia has not
had any deleterious consequences on the economy of the
country as some people would want us to believe, rather it has
boosted it. Therefore, where there is a will, there is a way.
African leaders and educational and language policy makers
should borrow a leaf from Australia in utilizing their
linguistic resources for development.
Bilingual Education Programme (BEP) in Burkina Faso
According to the document published by UNESCO Institute
for Lifelong Learning (2009-2015), Burkina Faso is one of
the poorest countries in the world, with a GDP per Capita
income of US $1,200. Majority of the working population (up
to 80%) engage in agriculture, while access to quality
education is low. Burkina Faso has the lowest literacy level in
the world despite concerted effort to double its rate from
12.8% in 1990 to 25.3% in 2008. A national evaluation of the
education system that was sponsored by the government
revealed that it was not attuned to the social and econoinic
realities of the country and, at the same time, costly and
inefficient. These problems undermined access to quality
education as well as national development efforts. Therefore,
the government and development partners in recent years
made deliberate efforts to reform the education system.
Significantly, part of the solution involved instituting
strategies which encouraged the use of both French and
national languages as the medium of instruction in schools.
The bilingual approach to education arose out of an
awareness of the importance of national languages in· the
provision of quality education. The Bilingual Education
Programme was initiated to complement these policies and
efforts.
The project was initially conceived and implemented as a
non-formal adult literacy and rural development programme
in aid of small-scale farmers. The success of the adult literacy
programme convinced state officials and policy makers to
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ada t and expand the programme into a broad-based
in enerational education programme targeting all age
groups above three years. The BEP is currently linking non-
formal and formal education and it is being implemented in
all the 13 regions of the country. It employs French and
national languages as the medium of instruction. It is quite
instructive to take a look at the aims and objectives of the
BEP. They are all consistent with national development. The
BEP aims to:
• Increase access to education for all people.
• Improve the quality, relevance and effectiveness of
basic education in Burkina Faso.
• Combat illiteracy and to use literacy skills to combat
poverty.
• Promote development based on the country's socio-
cultural values and realities.
• Strengthen the status of national languages.
• Promote the creation of bridges between formal and
non-formal education.
To be able to achieve the aim and objectives of BEP
outlined above, implementation strategies were worked out.
These include the training of teachers and the production of
appropriate didacticlinstructional materials in the eight major
languages. Crucial stake holders like community members,
who are often sidelined from such projects were actively
involved. This creates a sense of ownership and responsibility
among the people which made the mobilization of learners an
easier task.
The BEP is sub-divided into two broad components: the
formal and non-formal components. The formal basic
education component of the BEP has three age-based levels
of learning and instruction for children and young people
aged between 3 and 6 years early childhood community
learning project to provide solid educational foundation for
children. The second category is of those between 7 and 12
years. The innovation of BEP project is the use of both
national languages and French as the medium of instruction
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in the learning process as well as the promotion of productive
cultural activities. Pupils attend the BEP schools for four to
five years instead of the usual six years in the non-BEP. This
is then followed by special multilingual secondary education
CMS for those between 12 aad 16 years. The main features of
CMS are that learners extend their knowledge of the national
languages and French. They also learn a second national
language chosen from the dominant languages of Burkina
Faso. In addition to the standard secondary school
curriculum, they also provide specific courses in national
languages, as well as in cultural and production-oriented
activities (livelihood skills training). Teachers in multilingual
schools are also given special training in the national
languages, and functional English, as well as in culture and
production issues.
The non-formal component of this programme involves
intensive functional literacy for development. The targets of
this are out-of- school children and young people" aged ¥
between nine and fourteen years who have either not attended
school or have dropped out of the education system. The
duration of this programme is four years and it is offered in
both the national languages and French. The programme has
been of immense benefits to the trainees. It has provided
some of the trainees opportunity to pursue secondary
education and others have proceeded to pursue professional!
vocational skills training at institutions specializing in their
region's socioeconomic activities, but leading to officially-
recognized qualification. The integration of literacy and skills
training have enabled many learners to successfully integrate
into society through self-employment in agriculture,
carpentry, or metalworking, while others have secured
employment in the public sector as teachers or health workers
as well as in the private sector (e.g. electricians, engineers,
plumbers, etc).
The last one is the Adult Non-formal Literacy
Programme. Under this programme, lessons are conducted in
both French and national languages. This is an integrated
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project which links literacy learning to rural development and
is therefore organized and structured to meet the specific
socioeconomic needs of adult learners, most of whom live in
rural areas. To this end, technical-skill training in the
following areas was the focus of the programme: agriculture
(livestock rearing, crop farming, and market gardening) and
basic financial management of individual and/or group
socioeconomic activities. Such an approach to literacy
empowerment has enabled parents to improve their living
conditions as well as assist their children in understanding
their schoolwork.
The impact of this programme is tremendous on the
educational system and on the quality of life of the
beneficiaries. The key indicator of the impact is the increase
in school enrolment, especially in girls population. Bilingual
approach to education has proved to be more cost effective
and efficient than the normal system. It is also more efficient
and effective with regard to skills acquisition than the normal
school system. This is evident in the table below.
Comparism of Performance of Bilingual Schools and Normal
School System
Year No. of No. of No. of Pass rate National
Schools National Exam. (after 5 yrs Average
Languages Candidates in education; 6yrs
adolescents- spent in
4 yrs) education
excluding
referral
(as) %
1998 2 1 53 52.83% 48.60%
2002 4 2 92 85.02% 62.90%
2003 3 1 88 68.21% 70.01%
2004 10 4 259 94.59% 73.73%
2005 21 6 508 91.44% 69.01%
2006 40 7 960 77.19% 69.91%
2007 47 7 1182 73.69% 66.83%
Average 78.16% 65.69%
Source: UNESCO
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Other benefits of this ap.proach to education are:
• At the family level the existence of the programmes
has led to an improvement in the quality of education
and childcare services that are provided by the parents.
This has, in turn, led to a drop in child mortality.
• The pupils' knowledge of traditional stories, songs,
and dances and mastery of local musical instruments
has considerably improved. Pupils from bilingual
schools achieve outstanding results during cultural
competitions organized by the primary-education-area
authorities.
• Pupils enjoy taking part in practical and manual
activities, e.g. in agriculture and gardening. Their small
holdings produce harvests that improve their home-
produced meals. Breeding poultry, sheep or goats is of
great interest to pupils, who derive a small profit from
it that earns them small incomes.
• Beneficiaries of the BEP, especially small-scale
farmers, have managed to use their acquired
knowledge and skills for productive engagement in
various socioeconomic fields such as health (hygiene
and nutrition) and agricultural production. Programme
skills have therefore enabled beneficiaries to expand
their livelihood activities and thus, increase family
incomes. This has resulted in improved living
conditions and ability to finance the education of
children.
• Parents are more supportive of education and
encouraging children to attend schools due to the
benefits they have enjoyed from improved literacy
skills has resulted in higher school attendances ,
especially among girls.
• The programme has improved social networking
withinthe communities, as well as the organization
and management of community developmental
activities. For example, community groups are now
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able to keep group-activity records in their mother
tongue. Yet, the need for official communication has
seen several community groups requesting training in
French.
The impact of this project both on the learners and its
multiplier effects on the country in general can be taken as
evidence of development. It has been able to show that
bilingual education is relevant to national development and
the use of the national languages has made it possible for
citizens at all levels to be involved in the developmental
aspirations of the country. Mr. Vice-Chancellor, I will now
turn my attention to the second major stance of this lecture as
I consider the specialization of sociolinguistics as a field of
inquiry and show the relevance of its study to the develop-
mental aspirations of our country.
Sociolinguistics as a Field of Inquiry
Sociolinguistics is the study of language in relation to society.
- According to Hudson (1998), it is one of the new frontiers of
knowledge covered in Linguistics from the point of view of
both teaching and research. Language studies until the recent
past focused mainly on the structure of language to the total
exclusion of the society in which it is used and the people
using it. This interest is implicit in de Saussure's classic
distinction between langue and parole. Langue according to
Saussure refers to the language system itself, which is
somehow independent of either the people who s~ak it, or
the way that it is actually realized in speech. This realization
in speech is considered to be idiosyncratic and specific to the
situation in which it occurs. It is parole. Saussure does not
believe that the individual's acts of speaking are socially
constrained in the way that language is constrained.
Chomsky (1965) makes a similar distinction between
competence and performance. Whereas competence is the
ideal language user's knowledge of the rules of grammar and
is considered to be the object of study for the linguist,
performance is the actual realization of this knowledge in
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utterances. It also involves other constraints-psychological,
physical and social. In the view of Chomsky and his
followers, language study should focus only on the rules of
grammar, the linguistic code itself which is considered
systematic, and come up with grammar to enhance our
understanding of language, whatit is, how it can be learnt and
what it tells us about human mind.
However, this view is unacceptable to a good number of
students of language. While this knowledge of rules of
grammar will ensure that each sentence is correctly formed, it
will not ensure that the forms of any utterance are
appropriate. To talk of the rules of grammar without reference
to society or the users of language is to talk in a social
vacuum. It is an abstraction which is not concerned with
specific situations in which language is used. But the essence
of language is that it serves as a means of communication.
Therefore, to know a language means to know about how
it fulfils this communicative function. It is not enough to have
a knowledge of the rules of sentence formation, we must also
know how to make use of such rules so as to produce
appropriate utterances. For the. sociolinguist therefore, it is
important to know language and to study it as a formal
system, as well as a means of social interaction and to know
those conventions of use which control the selection of well-
formed sentences appropriate to a particular situation. This is
the central concern of sociolinguistics and this is why it has
been described as the study of language in operation and its
purpose is to show how the conventions of language use
relate to other aspects of culture (Criper and Widowson
1975).
Aims of Sociolinguistics
To the sociolinguist, language is a variable phenomenon,
arising from its use in the society. Thus, it aims is to study
differences in language in relation to differences in social
groups. In general, ..it sets out to determine how social
institutions affect language and how the varied uses of
language affect' social groups. This aim has therefore,
necessitated the dichotomy between sociolinguistics as a field
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of inquiry and research, on the one hand and sociology of
language on the other (I shall return to this later).
When the term sociolinguistics was first used to suggest
new interdisciplinary field whose object of study was the
relation between language and society, William Labov, one of
the best-known sociolinguists in America called the term an
"unfortunate nation" (Labov 1966: iv-vi) because it suggested
that Linguistics proper was something other than socio-
linguistics. In his opinion, the study of linguistics has to
include the subject matter of sociolinguistics in a narrower
sense in any case. That is, the goal of sociolinguistics is "to
solve linguistic problems, bearing in mind that these are
ultimately problems in the analysis of social behaviour".
Sociolinguistics thus offers a challenge to linguistic theory to
do socially realistic linguistics, accounting for data from the
speech community, empirical data (and not data attributable
to some homogeneous speakerlhearer), and do socially-
constituted linguistics because social functions give form to
the ways in which linguistic features are encountered in
actual situations.
The Scope of Sociolinguistics
According to Trudill (1974), sociolinguistics is that part of
linguistics, which is concerned with language as a social and
cultural phenomenon. It investigates the field of language and
society and has close connections with the social sciences,
especially social psychology, anthropology, human
geography and sociology. Therefore, as a field of inquiry in
linguistics, it draws on insights from sociology, anthropology,
social psychology, politics, history, education, etc. and other
areas of linguistic study. Six different areas can be identified
in the broad area of sociolinguistics. The claim in all of these
is that language is not monolithic. A brief examination of
these areas be necessary here:
Sociology of Language
The focus in this aspect is the interaction of large-scale social
factors and language or dialect situation-for example, the
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interaction of sociological issues like ethnicity, attitude and
demographic variables like age, gender, occupation,
socioeconomic status, habitation pattern, etc with language,
or issues of the immigrants to a country; linguistic issues of
bilingual communities. In distinguishing between socio-
linguistics and sociology of language, Wardhaugh (2010)
notes that the goal in this area of interest will be to discover
how social structure can be better understood through the
study of language. He has thus taken a cue from Hudson
(1998), who described the difference between sociolinguistics
and sociology of language as follows: sociolinguistics is the
study of language in relation to society, while sociology of
language is the study of society in relation to language. This
is a question of emphasis and focus, and some have argued
that it is needless to make such distinction.
This area has been popularized by studies of scholars like
Joshua Fishman, Einar Haugen, Stanley Liberson, W.H.
Whiteley, etc., for example, Fishman (1965) studies of the
sociolinguistic factors of performance in his classic article
"Who speaks what language to whom and when". Mention
could also be made of the five-country survey of language use
in East Africa. One of the end-products of the investigation is
Whiteley (1974).
Sociolinguistics
The second major focus is simply called sociolinguistics (in a
narrower sense as opposed to its use as a cover term for the
entire field of inquiry). The focus of this area on language is
its social context within general linguistics. In other words,
sociolinguistics studies society in order to find out as much as
we can about the nature of language. In the view of Trudgill
(1978), studies of this type are based on empirical work on
language as it is spoken in its social context and are intended
to answer questions and deal with topics of central interest to
linguistics. Under this category, studies in variation theory
and linguistic change were popularized by William Labov
(Labov 1963, 1964, 1966, etc). As noted by Trudgill, Labov's
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main preoccupations are issues such as the relationship
between '[anguage and social class with a view to learning
more about language and investigating topics such as the
.mechanisms of linguistic systems. All the works in this
category are aimed ultimately at improving linguistic theory
and developing our understanding of the nature of language.
Ethnography of Speaking
The approach to sociolinguistics in which the use of language
in general is related to socio-cultural values is called the
ethnography of speaking, or more generally, the ethnography
of communication. This approach to the study of
sociolinguistics recognizes language as a type of speech event
involving rules for appropriate speaker selection, relationship
among interlocutors, topic, setting, etc. Dell Hymes is the
founding father of this approach to the study of Linguistics.
Thus, in his own words; the ethnography of speaking is
concerned with the situations and uses, patterns and functions
of speaking as an activity in its own right (Hymes 1968).
Works that typify this approach to language studies are found
in Hymes (1964) and Gumperz and Hymes (1972). However,
in Nigeria, one can mention Omamor (1981), Oyetade (1994,
1995b, 199912000, 2014) and several others scattered in
various learned journals.
Ecology of Language
Another major area of study under sociolinguistics is
described as ecology of language. This studies language
planning and language standardization. Language planning
could be seen as a deliberate attempt to interfere with a
language or one of its varieties to make it suitable for
different roles. This attempt may focus on either the status of
a language in relation to some other languages or varieties, or
on the structure of the language itself, with a view to making
it function efficiently in a new role. Language planning could
also focus on both-as the two sides are not mutually
exclusive. The two sides of language planning have been
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variously labelled: status planning and corpus planning
(Wardhaugh 2008), policy and cultivation approaches
(Neustupny 1970), and language determination and language
development (Jernudd 1973).
Each of these sides deals with specific language
problems. If one takes policy and cultivation approaches to
language as a representative.jt will be discovered that certain
language problems are tackled as a matter of policy decision
either from government or agents of government like
legislative houses or professional bodies. These include issues
like the selection of language for education, administration,
public life and decisions on which of such languages is to be
designated the national languages. Other issues of concern
may include standardization of, languages, designing,
reforming or harmonization of orthography, enrichment of
vocabulary particularly in the area of technical and scientific
terminology, promotion of languages, particularly national
language by encouraging literary talents in it and printing
and publication of literary and scientific works including
textbooks, teacher manuals and the like.
The cultivation approach on its own deals more on the
structure of the linguistic medium. This is why it is described
as corpus planning by some scholars. It is concerned with
questions of correctness, efficiency, problems of style of
communication, etc. Mr. Vice-Chancellor, language planning
is very crucial and important in a multilingual country such as
ours. Thus, it behoves us as linguists to provide answers to
certain pertinent questions with regard to language planning
efforts: how many languages are spoken in the country? What
is their role relative to one another? Can we afford and is it
necessary to develop all the indigenous languages of the
country? What is the place of our indigenous languages vis-a-
vis their European counterparts in education? How do we
guarantee the linguistic rights of the minority language
speakers, etc? We cannot afford to gloss over these questions.
My research efforts and those of my colleagues in the
Departments of Linguistics, English, AfricaniNigerian
Languages and Literature have focused mainly on these
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issues pertaining to language. These have culminated in the
publications of works like the Yoruba Metalanguage,
Volumes I & II (Bamgbose 1984 and Awobuluyi 1990),
Bamgbose (1977), Afolayan (1976), Williamson (1976) and
Oyetade (1991).
Anthropological Linguistics
Another area within sociolinguistics is Anthropological
Linguistics. This studies language and its functions in pre-
literate societies as related to cultures' and subcultures.
According to Crystal (1997), Anthropological Linguistics is
the study of language variation and use in relation to the
cultural patterns and beliefs of the human race, as
investigated using theories and methods of anthropology.
Anthropological linguistics has been able to provide
useful insights to debunk the widely-held misconceptions
about language. For in the recent past, there were such beliefs
that there exist "primitive languages", languages with a
simple grammar, a few sounds and a limited vocabulary of
only a few hundred words, whose speakers have to
compensate for their language's deficiencies with gestures.
However, as it turns out in the investigations of scholars in
this area, every culture that has been investigated, no matter
the level of its development, has a fully-developed language
with the same degree of complexity as those of the so-called
"civilized" nations. So, the current thinking in Linguistics,
which stems from anthropological studies is that a language
should not be valued on the basis of the political, economic or
technological status of its speakers. Every language develops
to the extent that it can serve the needs of its users.
Dialectology
The last area of study under sociolinguistics is that which
focuses on geographically-determined variation. This focus is
perhaps the oldest of all aspects of sociolinguistics. It is
currently referred to as 'dialectology'. In recent times,
attention has not only been focused on geographically-
determined variation; factors like age, sex, social class and
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ethnic group are now seen as critical in addition to factors
which are purely regional.
Adetugbo (1967) is an authoritative work in this area. It is
a dialectological study of Yoruba and its various dialects in
Western Nigeria. Three major dialectal areas are recognized
by him in Yoruba using linguistic and ethnohistorical basis;
namely: North-Western Yoruba (NWY) (Oyo, Osun, Ibadan
and the northern part of Egba), South-Eastern Yoruba (SEY)
(Ondo, Owo, Ijebu, and dialects spoken in and around
Okitipupa) and Central Yoruba (CY) comprising Ife, Ijesa
and Ekiti. Akinkugbe (1978) provides two other categories.
These are North-Eastern Yoruba (NEY) and South-Western
Yoruba (SWY). North-Eastern Yoruba (NEY) is represented
by Yagba, Ijumu, and Okun groups in the present-day Kwara
and Kogi States and the latter (SWY) by dialects of Yoruba
spoken outside Nigeria in Benin Republic and Togo (for
details see Adetugbo 1967, Awobuluyi and Oyetade 1995).
There are other categorizations of areas of interest in
sociolinguistics, e.g. Variationist sociolinguistics and
interactionist sociolinguistics. We shall not waste time on
these because of the overlap with what we have been
discussing.
A .ritical evaluation of these areas of sociolinguistic
studies reveals that they cannot be easily separated from one
another. In fact, all of them seekto enhance our knowledge of
language as a variable phenomenon. One inescapable fact in
studies of language variation is the recognition of a norm,
which is socially defined. However, one can adhere to the
norm or deviate from it, depending on what one wants to
achieve in the communicative situation. Deviation from the
norm then is what makes studies in sociolinguistics
interesting. This is because, the norm is descriptive of what is
considered appropriate behaviour in any given situation. For
one to depart from it therefore becomes an issue that must be
accounted for by social factors. It is in connection with this
fact that such concepts ' as 'style', 'register', 'code' and
phenomena like, 'code-switching', 'code-mixing', etc are
developed.
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Sociolinguistic Concepts
Having clearly delineated the areas of study in
sociolinguistics, it is necessary for us to consider just two
sociolinguistic concepts-'speech community' and 'linguistic
variable'. Speech community is important because language
is not used in a social vacuum and the community is the focus
of sociolinguistic investigation. Linguistic variable is relevant
to this discussion because it is the operational tool in
sociolinguistic investigation. For a full discussion of "speech
community" (see Hudson 1998).
Linguistic Variable
The term "linguistic variable" was introduced by William
Labov as an operational tool in the study of language
variation. Labov, together with other sociolinguists have
attempted to identify how language varies in the community,
with a view to drawing conclusions from that variation not
only for linguistic theory but also for issue of pragmatic
benefits. For instance, they gave a suggestion on how
education should view linguistic variation, particularly in a
racially-mixed society.
Linguistic variables are categorized along two
dimensions, namely: linguistic and sociological. The
linguistic dimension notes whether there are discrete variants
of the variable or not, while the sociological dimension
distinguishes variables in terms of their social functions. For
details, see Labov (1966, 1972). Oyetade (1995) also
provides a good account of certain linguistic variables in
Yoruba, as well as their distribution and sociological
correlates, for example, the elision of ( r ) in intervocalic
position especially in the Oyo variety of Yoruba. The
important thing, however, that Labov's and others' works on
linguistic variation have shown is that linguistic variable has
direct correlation with social variation, and it is possible to
relate the variants in some way to quantifiable factors in
society for example, social class.' membership, sex, age,
ethnicity, etc. Studies of Labov and others have thus shed
much light on the nature of language in society and the
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dynamics of language use and language change. This
introduction to sociolinguistics will not be complete without a
consideration of the methods in sociolinguistics investigation;
this thus forms the subject matter of the next section.
Sociolinguistic Methodology
Sociolinguistics is that branch of linguistics that is truly
empirical, in that its investigations are premised on adequate
database. These may include specific utterances made in a
given context or other types of language behaviour. In an
attempt to elicit suitable and reliable data, different
strategies/methods have been perfected by sociolinguists.
These methods oscillate between qualitative and quantitative
approaches. The different areas within the field, previously
discussed, are typified by certain kinds of methodology or the
other.
A typical qualitative methodology is an ethnographic
study in which the researchers do not set out to test
hypotheses, but rather to observe over a period of time while
the investigation lasts. A quantitative study, on the other
hand, is best typified by an experiment designed to test a
hypothesis through the use of objective instruments and
appropriate statistical analysis. This is evident in the works on
language variation by Labov, Trudgill and others.
The data for sociolinguistic studies are drawn from a wide
variety of sources. As evident in the Literature, these include
censuses, documents, surveys, interviews and introspection.
Some investigations, especially in the ethnography of
speaking/communication, require the investigator to observe
'naturally-occurring' linguistic events, for example, COll-
versations; but in works that are on sociology of language the
focus will be on language attitude, or language choice, etc.
The investigators rely on questionnaire data or : the
observation of people's behaviour under controlled
experimental conditions. The results are usually collected as
numerical data to which statistical analyses are applied to
discover if there are significant tendencies.
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Depending on which aspect of sociolinguistics one is
working on, one can adopt either qualitative or quantitative
methodology. But it must be stressed that these do not operate
in rigid separate compartments. There is no reason, for
example, why natural linguistic data obtained through
participant observation cannot be supplemented by data
elicited by some controlled obtrusive verbal task. Indeed,
specific hypotheses generated by an analysis of the natural
data are sometimes concurrently tested by means of data
collected through elicitation procedures. For example, in her
study of language choice in Oberwart, eastern Austria, Gal
(1979) supplemented her data which came from a systematic
observation of her subjects behaviour as they carried on their
everyday lives with interview data in which the people
reported what their language choice would be depending on
who they are talking to, where, and topic.
Nevertheless, it is necessary to mention an important
requirement as far as data elicitation is concerned. The data
must be the vernacular for example, the type of language that
a speaker uses unself-consciously when no, or the least,
attention is paid to speech. It is this requirement that gives
rise to what Labov called "observer's paradox" (Labov 1972).
According to him, the aim of linguistic research is to find out.
how people talk when they are not being systematically
observed, or monitored in any way, so that the vernacular can
emerge. For example, a question that can be emotionally
involving like, "Have you been in a situation where you were
in serious danger of being killed?" almost always produces a
shift from careful speech to the vernacular that is of interest
to the linguist.
It might also be helpful to mention that socigJinguistic
investigations usually focus on a population. This may consist
of a group of individuals in a particular location that the
researcher is interested in, or certain numerical value
associated with them. However, a population may not
necessarily be 'people (Fasold 1984). It may be any kind of
well-defined class of objects, for example, final vowels in a
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given passage. B4t it is hardly feasible to deal with any large
population in its entirety in a research work. For example, it
will not be possible to interview all the adults in Ibadan or all
adults living in the indigenous' areas of the City. In any study
needing data from a population, a sample is always resorted
to.
A sample is made up of a small number of members of a
population which can be studied in detail. It represents certain
proportion of the population that is closely studied. If the
sample is well drawn, whatever is true of the entire
population would be true of its sample. Therefore, the results
from the sample can be projected to the entire population. As
a result of this, researchers in sociolinguistics, and other
social sciences, ensure that their sample is a microcosm of the
whole population. This is done by adopting different
sampling procedures. We will not spend time on this for now,
but the notable ones include random sampling, stratified and
cluster. Most basic books on statistics and research
methodology discuss them.
Mr. Vice-Chancellor sir, what is important for my
listeners is to know that for any sustainable sociolinguistic
conclusion to be made, certain scientifically-verifiable
conditions must be met. Sociolinguistics is an empirical
science, and as such, it sets stringent conditions as far as data
collection and analyses are concerned. These include,
sampling techniques, error estimation and confidence level or
the level of significance. All these must be kept track of by
any sociolinguistics investigator before any valid and reliable
generalization can be made about language in society.
Sociolinguistic Studies in Nigeria
Adeniran (1975) presents a review of the state of
sociolinguistics and its problems as at then. He reviews
studies of bilingualism, intelligibility and language attitudes,
as well as studies of language choice. On bilingualism, he
identifies the possible areas of investigation, namely a formal
analysis of the languages involved so as to identify the
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structural similarities and differences in them. An example of
this is Banjo (1969) which is a contrastive analysis of Yoruba
and English so as to identify areas of interference to help
language-teaching strategy. Another area that could be
explored is the psychological effect of the existence of two or
more linguistic systems within the same nervous system of an
individual in a society; while the third area of study could
focus on the problems which bilingualism and biculturalism
pose to Nigerians. He concludes that there has not been a
thorough investigation of any of these aspects of bilingualism
in Nigeria. In the con-temporary studies on the Nigerian
language situation, the recommendation has been to allow
both English and indigenous languages to thrive together for
all-round national development (Banjo 1995, Adeniran 1995).
Hans Wolff's (1959) study on intelligibility and inter-
ethnic attitudes establish a situation where sociological
considerations override linguistic structural realities. After a
contrastive analysis of Nembe and Kalabari (spoken in River
State), Wolff found that the two speech forms were
structurally related and that mutual intelligibility was possible
between them. He therefore concluded that they were dialects
of the same language for which a single orthography could be
recommended. However, the Nembe freely acknowledge
similarities of their language to Kalabari and claim to
understand the latter, but the Kalabari stoutly denied both.
According to them, it was the Nembe who learnt Kalabari,
and it was most unlikely any Kalabari would learn Nembe.
The Kalabari were the largest and politically-dominant group
in the area. Because of the proximity of their large towns
(Abonema and Buguma) to Port-Harcourt, they dominated
coastal trade. They were thus more prosperous, and therefore
tended to look down on the Nembe and other Ijaw-speaking
groups as mere poor country cousins. The Kalabari saw
themselves as superior partners politically and economically .
. For them to admit mutual intelligibility with Nembe was seen
as compromising their traditional cultural superiority. For
integrative purpose, the Nembe learn will Kalabari but,
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communication from Kalabari to Nembe is either in Kalabari
or Pidgin English, but never in Nembe. Therefore, against any
possible conclusion based on structural similarity, the linguist
had to recognize two languages and devise two orthographies.
On the other hand, the Abua acknowledge intelligibility
and some kind of genetic relationship between their language
and Degema. Abuan is spoken in the Rivers province. It is
structurally different from other Delta languages. Outside
Abua, there is a village settled by Degema speakers who
engaged in fishing. Their own language is a splinter of the
Edo group, and it is totally unrelated to Abuan. But the
Degema fishermen have learnt Abuan-the language of the
market. About this, the Abuan commented, "the Degema can
understand us and talk to us; therefore our languages must be
related". The significance of this naive comment as Wolff
points out is that linguistic communication, involving a
certain type of intelligibility, exists because cultural factors
provide a basis for it.
When this place was later visited about ten years later,
Wolff discovered that there was a change in the pattern of
language use and that the hinterland people who maintained
close socioeconomic and linguistic ties with the coastal
people were no longer interested in maintaining such ties.
They gained consciousness of their separate identity from the
coastal people and began to agitate for political recognition
and autonomy. Bilingualism pattern has changed. The
hinterland people no longer learn Nembe nor Kalabari, rather
they preferred English or other Nigerian languages. Children
are now given Ogbia, Odual and Abua names, rather than
Kalabari or Nembe names. Church services are now
conducted in local languages, in pidgin, or in English but no
longer in the coastal languages. This goes to show that the
study of language in society should demonstrate some
sensitivity and responsiveness to changes in other areas of
community life (see Wolff 1967). Oyetade (2004) discovers a
similar pattern of change in language use among the speakers
of some Edoid languages in Owan Local Government and
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beyond after the creation of Mid-Western State in 1963 (for
details, see Oyetade 2004).
Apart from Adetugbo (1967 and 1982) and Akinkugbe
(1978) other studies of dialectological interest have been
carried out. They include Akere (1977), Awobuluyi (1992),
and Ayeomoni (2012).
There was an upsurge of interest in sociolinguistics
beginning from the 60s. With the establishment of more
universities, scholars have shown their sensitivity to socio-
linguistic issues in the country. In the Departments of English
and Linguistics, sociolinguistic courses are taught and
projects and doctoral theses which reflect the linguistic
situation in the country are written. As a result of the official
status of the English language in Nigeria, it has received the
preponderance of attention. Its contact with Nigerian
languages gives rise to bilingualism. Therefore, aspects such
as contrastive analysis, error-analysis, code-switching, code-
mixing, interference and language choice have recei ved
research attention. Studies that have focused on the English
language in Nigeria and its varieties abound. These have
largely shown that the English language has been
domesticated in Nigeria (Bamgbose 1971, Bamgbose, et al.
1995).
Pidgin is another variety of English, and it has received
considerable scholastic attention. Also, studies that border on
attitudes towards the English language in Nigeria or foreign
languages have been undertaken. These studies always reveal
positive attitudes towards English due to its official status as
well as its being the language of upward social mobility (see
Babajide 2002, Oyetade 2003, and Adegbija 1994). We
cannot provide an exhaustive list of works of sociolinguistic
interest that are published in different parts of the country on
a regular basis (Akindele and Adegbite 1999, Owolabi and
Dasylva 2004, Adeyanju 2007).
Perhaps, the second major issue that has received the
widest attention is the interplay between the major and
minority languages in Nigeria. This stems from our degree of
multilingualism. Linguistic issue is a volatile one, as it
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touches on the right of the individual to use his/her languages.
Conferences and workshops have been held by bodies of
experts to proffer solution to how the multilingual situations
in Nigeria can be utilized for national development, thereby
promoting peace and providing opportunities for all citizens
of Nigeria.
Of recent, the major sociolinguistic issue that is now
widely receiving attention is language endangerment. There
are two levels of endangerment. It is believed that the English
language is exerting pressure on Nigerian languages-that the
younger generations are not using their mother tongues well,
or are gradually giving it up. The second level of
endangerment is that which involves the bigger Nigerian
languages pushing into oblivion smaller languages with
which they have come in contact (Oyetade 2007, Oyetade and
Onadipe-Shalom 2013).
The study of sociolinguistics has come a long way in
Nigeria. But the preponderance of attention appears to be on
the English language. This should not come as a surprise
because in this second-language situation, proper attention
should be given to its teaching and learning. At the same
time, we should not forget our indigenous linguistic heritage
which is the storehouse of our wisdom, culture and
everything that represents us as nationals of this country. This
therefore leads me to the new path that should be charted for
proper sociolinguistic study and investigation in Nigeria.
But before I go into this, Mr. Vice-Chancellor sir, please
permit me to give a brief account of my contribution in these
few years of my sociolinguistic engagement in this citadel of
learning.
Issues relating to the nature of bilingualism!
multilingualism in Nigeria constitute my major focus.
Concomitant issues like language attitude, language use,
language and identity, language maintenance and shift have
been my major concern (Oyetade 1985, 1992a, 1995, 1996,
2001, 2002, 2003, 2007). I have made significant
contributions to the study of societal bilingualism by making
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an important distinction between endo, exo-, and semi-
exoglossic bilingualism. I have pioneered the study of
endoglossic bilingualism in Nigeria with a focus on
Nupe/Yoruba bilingualism (Oyetade 1990), as previous
works on the phenomenon have focused largely on
bilingualism involving Nigerian languages and the English
language e.g., Yoruba/English; Hausa/English. The insights
from my studies have provided an impetus for the study of
bilingualism in Nigeria as well as in neighbouring countries.
With a focus on the Nigerian language situation and the
West African sub-region, my research efforts have centred on
language planning and I have emphasized both status
planning and corpus planning. The issues like language in
education, language and integration, harmonization and
standardization of languages, and how the linguistic resources
can be properly harnessed for education, development and
integration in Nigeria and other West African countries have
enjoyed my attention. The representatives of these include
Oyetade (1998, 2001b), Egbokhare and Oyetade (2002),
Oyetade (1990b, 1993,2003 and 2004).
We recognize importantly the problem of multilingualism
in the socio-political life of Nigeria. However, we affirm that
multilingualism could assist in engendering national
consciousness and all-round development, with good
planning and implementation strategies. One of such is to
upgrade the status of many minority languages in Nigeria
(Oyetade 1992). I have also made an important contribution
to language harmonization by proposing a common
orthography for Defoid languages e.g. Yoruba as written in
Nigeria and Benin Republic, and Igala and Isekiri (Oyetade
2002). Against the background of the unsettled language
problems in Nigeria, it is my belief that our work in this area
will be an aid to linguistic policy and implementation in
Nigeria.
Within the broad scope of sociolinguistics, I have focused
on language pedagogy with the publication of instructional
materials on English and Yoruba grammars. The one on
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English is a joint publication with Odejide et al. (1995).
Similarly, I have made notable contribution also in the area of
ethnography of speaking. The issues that I researched into are
taboo expressions, address forms and verbal indirection in
Yoruba (Oyetade 1994, 1995). These works have been able to
show that communicative competence in Yoruba, as in other
languages goes beyond ability to produce grammatically-
correct sentences in the language, but also a good
understanding of social norms governing behaviour in
specific encounters. This aspect has not received much
attention in Nigeria. My publication on address forms has
been able to show that power and solidarity semantics of
Brown and Gilman (1966) operate in a different way among
the Yoruba in that solidarity does not necessarily imply
equality.
Mr. Vice-Chancellor sir, I have contributed to the
modernization and elaboration of the Yoruba language to
make it suitable for scientific discourse in the field of
anatomy. This is a collaborative study with colleagues from
the College of Medicine. It is our desire to take this work
further in the next few months (Malomo et al. 1999). The
final work in this section is a translation of a book written by
an economic historian, making use of technical terms in the
register of economics, history and political philosophy
(Oyemakinde 1991). The work has helped in providing
Yoruba equivalents for concepts like capitalism, communism,
utilitarianism, etc. In sum, my research focus in
sociolinguistics has been realistically responsive to the socio-
cultural needs of the Nigerian society.
How Sociolinguistics can Facilitate Development
It is important to note that sociolinguistic studies are directly
related to development. First, sociolinguistic investigation
presents us information about the language situation in a
given community-revealing who speaks what language, to
whom, where, and when. Information like this will show the
status of one language or dialect relative to the other. If a
decision is to be taken about language development, the onus
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will be on sociolinguists to recommend appropriate steps to
empower specific languages as agents of development. For
example, information on the languages of a particular state
can facilitate which language or dialect gets promoted or
elevated for development as a medium of instruction or for
other important purposes. Sociolinguistic research is an
important requirement in any planning decision requiring
language use.
Studies on language endangerment is one of the ways by
which sociolinguists give back to the community they study.
They can suggest and devise orthographies and facilitate the
writing of languages on endangered list. They can generate a
positive awareness in the speakers of a language, about the
precarious situation of their languages and seek ways to
empower it for the purposes of revitalization. A good
example of study in this regard is Adegbija which is on the
endangered status of Oko-Osanyen spoken in Kogi State
(Adegbija 1997). He noticed that the language is giving way
to pressure from Yoruba. He then made efforts to ensure that
the language is written and promoted in the community as an
opinion leader. Sociolinguistic research is also of immense
benefits in the protection of linguistic minorities and how
they can be integrated into the larger society without losing
their identity (Flores Farfan 2006).
One major area of sociolinguistic studies is language
attitudes. Attitudes to language ultimately reflect attitudes to
the users and the uses of language. There is nothing
intrinsically beautiful about a particular language which may
make it useful or not for a particular purpose. While certain
languages are regarded as prestigious, others are viewed with
disdain. For example, attitude to pidgin and Creoles in
Nigeria is a major impediment to their promotion, acceptance
as official languages, and use in schools. Sociolinguistic
studies will be able to guide what language(s) are appropriate
for use in a given domain e.g. in education, on radio and
television. According to Holmes (2008), arguments in
Somalia about what script should be used to write down
Somali delayed progress in increasing literacy rates for
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decades. There were two contenders, Arabic and Latin
scripts. But arguments for each of them were fuelled by
sentiments rather than the intrinsic merits of each. Eventually,
in 1973 a Latin script was adopted and given official status.
Cases like this, if not handled carefully and with guidance of
linguists, can give rise to national crisis.
In sociolinguistics, the nuances of language use involving
different dialects, accents, as well as styles appropriate to a
given context are studied. It is important for sociolinguists to
be contacted as regard the brand of languages to use in
broadcasting and in the media generally. For example, the
newscast in Yoruba, though very interesting, really tasks the
listeners imaginative sense considerably. Consider the various
ways they present the victory and loss of the Super Eagles in
a football match:
(a) (i) Egbe agba boolu Super Eagles ti gbeye
lowo akin egbe won ti orile eede - pelu
ami ayo meta otooto, nigba ti awon
alatako won ko le ta putu
(ii) --------------- gboewuro si won loju ...
(iii) -----------feyin alatako bale
(b) Eko ko soju mimufun ...
Ethnography of speaking teaches us appropriate use of
language-when to speak, when not, and how to. It teaches
generally about linguistic etiquette. All these have a bearing
in promoting peaceful co-existence, maintenance of healthy
interpersonal and inter-group relationships.
As we have seen in the two case studies, the linguistic
resources of a given country should be empowered as
veritable vehicles for development relevant to their national
goals and aspirations. This is the position of Bamgbose
(2008, 2011 and 2014) and Owolabi (2013). Bamgbose's
(2014) recommendations on the role of language in relation to
the African Union (AU), New Partnership for Africa
Development (NEPAD) , the United Nations (UN) and the
Sponsored Millennium Development Goals, is very
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instructive. He called for a re-evaluation of the strategies of
development goals to include:
• a departure from narrowly seeing development as a
socioeconomic activity;
• a recognition of the role of language and culture in the
development process;
• fostering of an enabling environment for human
development, which is the basis of any meaningful
development;
• provision of mass participation, and
• insistence on the need for self-reliance and
sensitization of development partners to local realities,
including language, culture and indigenous knowledge
(Bamgbose 2014).
We do not have to belabour the relevance of sociolinguistic
studies in the realisation of all these key points. However, it is
in the languages of the people that all these goals will be
easily achievable.
I have argued elsewhere that indigenous languages of
Africa should be used as potent media of development in their
respective countries (Oyetade 1998 and 2002). Efforts must
be geared towards empowering them by processes of
language engineering and lexical expansion. In this regard,
the following recommendations are made.
• There should be a national survey of languages spoken
in Nigeria, region by region or according to geo-
political zones.
• Identification of crucial areas of development, and
experts coming together for purposes of language
engineering in the areas, e.g., agricultural sector, health
sector, small-scale industrial sector, etc.
• Every project, dissertation or doctoral thesis should
have its summary, in the main language of the area as
an appendix.
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• Bilingual education involving the child's mother
tongue or as prescribed in the National Policy on
Education, the language of the immediate community
must dominate the entire primary school education.
• Language .should always be included in all our
developmental plans.
• Language information should be included in our
census questions so as to provide basic data for
sociolinguistic demographic studies.
Multilingualism should not be a barrier in this venture. Every
language, as much as possible, should be encouraged as a
vehicle of national development. In actual fact, God
demonstrates in so many ways that He is linguistic egalitarian
(Acts 2: 6). This implies that everybody as far as possible will
be reached in his/her language and will be made to participate
as an agent of development.
Conclusion
Mr. Vice-Chancellor, I have tried in this lecture to provide an
introduction to sociolinguistics as a field of inquiry in
linguistics and give its relevance to national development.
Nigeria as a multilingual country provides a veritable avenue
for a plethora of sociolinguistic phenomena: language contact
and conflict, incidence of bilingualism (individual and
societal), language use and culture, language and
entertainment, verbal strategies, linguistic taboos, language
and ethnicity, language and religion, language in education,
regional and social variation, Pidgin and Creoles, language
and socio-political changes, language and disadvantages,
language and gender, language planning, etc.
Sociolinguistic research has come up with findings which
have implications for social problems. Its findings have been
profitably utilized to solve educational problems in the USA,
Britain, Canada, etc. Similarly, these findings have also been
applied to other professions including law, medicine,
advertising, communication technology, etc.
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I now call on government at all levels, local, state and
Federal Government to sponsor language-oriented research
about social issues in this country. The authoritative textbook
on Syntax (Chomsky 1965) was sponsored by the American
Armed Forces with additional support from the following: US
Air Force - Electronic Systems Division, National Science
Foundation, National Aeronautics and Space Administration
(Chomsky 1965: iv). The dichotomy between science and the
arts or humanities in general becomes blurred with respect to
linguistics as a discipline. Therefore, it should be accorded a
special privilege in funds allocation and admission quota.
The onus is now on students of language in Nigerian
universities to devote serious attention to sociolinguistics as a
field of inquiry. The nature of the area as the most humanistic
aspect of linguistics do not suggest that it is a soft option, and
a welcome area for all who are not ready for any rigorous
work, or who are not able to get along with other areas of
linguistic study. Sociolinguistic investigations are very
exacting and it should be embarked upon with a view to
making significant contribution with regard to the wide array
of language problems in the country. In the light of this, while
the structure of our various languages are analysed either at
the phonological or syntactic level, linguists should study
their sociolinguistic correlates as well. This, no doubt, will
involve more collaborative studies between the Departments
of Linguistics across universities, as well as cognate depart-
ments like sociology, anthropology, psychology, political
science, social and preventive medicine, communication,
agriculture, etc. This is. one of the ways by which we can
demonstrate our relevance, as an academic discipline, to the
national yearnings and aspiration for development.
Acknowledgements
First and foremost, all appreciation goes to God, the source of
my life, the architect of my fortune, the Author of wisdom,
knowledge and understanding, who has helped me through
dangerous twists and turns of life. May His name for ever be
praised. What I am today is a product of cumulative efforts of
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so many people who have played one role or the other in my
life. My biological parents are the first in this category. My
father, Chief Michael Olonade Oyetade (M.O.), an epitome of
hard-work, honesty, integrity and courage, you are an avid
lover of education and a disciplinarian. I thank you for your
sacrifice to make me a positive reference point. My mother,
Deborah Adejoju Oyetade, (omo Isaiah Olododo, omo
Alobitoki), I cannot gloss over your role in my life as a
mother; you cooperated with my father totally in ensuring
that I received the best education both of you could afford,
and you taught me the virtues of love, kindness and patience.
How I wish you were here to savour the glamour of today.
But God took you home in His wisdom on 3 February, 2015.
May your good work continue to speak for you.
I appreciate the contributions of the following in my
upbringing: my father's foster mother, Mama Felicia Olawale
Oyetade (lya Olobi) and my paternal grandmother, Bernice
Keke Oyetade. My Aunt, Mama Elizabeth Oyepeju Adewumi
Morakinyo (Nee Oyetade), her husband, Overseer Joseph
Morakinyo and his younger brother, Johnson Olamoyegun
Morakinyo, as well as my uncle, Emmanuel Onatunde
Oyetade, who all took care of me at our village in 'Area 5',
Ife, before I was enrolled in school in 1964. I remember my
maternal grandmother too, Mama Victoria Taiwo
Ojemakinde.
My first formal teacher, Mrs. F.T. Oyedeji, who made the
school very interesting for me, her interest in each of the
pupils superseded that of an ordinary teacher. I also wish to
place on record the impact that Mr. Ajani Akinyemi had on
me. He taught me in Primary Six, but he has made a lasting
impression on me with the very many roles he played as my
class teacher, Sunday school teacher, choirmaster and games
master.
I appreciate Mr. S.A. Oguntunde, my headmaster at
Modem school and my father's friend, who proved to be a
friend indeed when my father was admitted at University of
Ife for his Associateship Certificate in Education in 1971/72
academic session. My numerous secondary school teachers,
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who I cannot mention one-by-one, deserve a special
appreciation. They laid a solid foundation for my academic
development. Nevertheless, the following must be mentioned:
Mr. Dokun Odetoye, Ven. Olusola Oyetola, Mr. V.A.
Fatiregun, Mr. J.A. Ogunleye and Mr. B.A. Akinleye, my
Chemistry teacher, with whom I lived at A36, Sultan Bello
Hall during the 1978/79 session. My experience at The
Polytechnic Ibadan prepared me well for University
education. I therefore thank all my lecturers there.
I cannot gloss over the valuable contributions of all my
lecturers in the Department of Linguistics and African
Languages to my academic development. The first of them all
is Emeritus Professor Ayo Bamgbose, the 'Pillar of
Linguistics in Africa'. His commitment to the academic and
total well-being of all his academic children is unassailable.
Thank you for giving me the benefit of the doubt to register
for Linguistics when I eventually showed up for admission in
1978. He has been of tremendous assistance to me at every
stage of my career in this University. Long may you live.
Ven. Professor Olatunde O. Olatunji deserves my
profound gratitude for his role as my teacher as well as the
Head of Department that recommended .me for appointment.
Emeritus Professor Ben Elugbe, Dr. I.S.G. Madugu, Professor
Augusta P. Omamor, Professor D.K.O. Owolabi, Dr. E.O.
Olukoju, Dr. Femi Akinkugbe, Dr. Wale Adeniran, Professor
Afolabi Olabode, Professor Shirley Yul Ifode, you have all
added value to my life through the quality of training you
gave me. I also appreciate all other colleagues and friends in
the Department, past and present: Professor Dotun Ogundeji,
Professor Akinbiyi Akinlabi my friend and office mate now
at Rutgers University, NJ USA; Professors. Francis
Egbokhare, Sola Olateju, Herbert Igboanusi, Arinpe G.
Adejumo, Duro Adeleke, Drs. PD. Taiwo, Tayo Bankale,
Demola Lewis, Biderni Bolarinwa, Messrs e.0. Odoje, G.O.
Nweya, Israel Fatoye, Kelim Olenloa, Chief Lucas Oke,
Ediale, Mrs. Nike Odunlami, B.O. Amajuoyi, Dasola Amofe
and Dorcas Isuku.
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Words cannot express the depth of my gratitude to my
supervisor, Professor Adekunle Adeniran, who stimulated my
interest in Sociolinguistics. He supervised my M.A. project as
well as my Ph.D thesis painstakingly. His comments on my
work were really stimulating, and he is still unrelenting in
providing me with neces-sary guidance. His confidence in me
opened the windows of opportunity for me to be appointed an
Assistant Lecturer 30 years ago. No other occasion can be
more auspicious than now for me to appreciate you-a man
of intellectual depth, a humanist, perfect example of humility
and an astute administrator, to you I dedicate this piece.
I would like to appreciate all my spiritual fathers with
whom I have had association in the course of my training:
Bishop Francis Wale Oke and his wife Rev. V.T. Oke under
whose Ministry I started as a Minister before I joined the
Redeemed Christian Church of God. I sincerely thank my
Regional Pastor, Pastor Professor Dele Balogun, who is here
in spite of the short notice, so also Pastor Enoch Tomoloju,
the Pastor in charge of Oyo Province II of RCCG. Other
ministers of the gospel include Pastor Professor Ayo Arije
and his wife Pastor Bola Arije (the Pastor-in-charge of Oyo
Province 6), others are: Pastor Israel Agbolamagbin, Pastor
Alexander Adisa, Pastor Sam Adebowale, Pastor Akinpelu,
Pastor Olu Fasan, Pastor Femi Balogun, Pastor E.A. Omodele
and his wife, Pastor Dapo Esan and his wife, Lara, and so
many others for their support. I equally express my
appreciation to the brethren, Excellent men and Good
women's Fellowship of Emmanuel Sanctuary, Ashi. All the
Pastors and ministers of the Gospel at Cornerstone Zone of
the RCCG, Bodija; I thank you all.
Outside the Department, within the Faculty, I have
enjoyed tremendous good will and love from so many that I
cannot mention one-by-one. Nevertheless, I will mention the
following: Professor F.A. Adesanoye, Emeritus Professor
Ayo Banjo, Professor Lekan Oyeleye, Professor Ademola O..
Dasylva, Professor Ayo Kehinde who provided editorial
assistance on this work, Emeritus Professor Biola Odejide,
Professor Lanre Bamidele and Dr. Matthew Umukoro.
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I would like to express my profound appreciation to the
Vice-Chancellor, Professor I.F. Adewole, for counting me
worthy of appointment as Deputy Director (Administration)
of Distance Learning Centre. In the same vein, I express my
gratitude to my friend the immediate past Deputy Vice-
Chancellor (Academic) Professor Abel I. Olayinka for his
support. In like manner, I thank Professor Ambrose Ayelari
(DVC, Admin); likewise I thank all my friends with whom I
have had course to associate over the years within- the
University community: Professor Adigun Agbaje, Professor
S. Abumere (of blessed memory), Professor Boye
Olatubosun, Professor A.O. Onilude, Professor Oba Fagade,
Professor and Deaconess A.T. P. Ajuwape, Mr. Akin Ajibola,
. Mr. Onwueme, Professor Adejinmi, Professor Dele Layiwola,
Professor R.A. Aderinoye, Dr. Gani Adeniran, Dr. A.K.
Olaifa, Dr. Salaam, Dr. J.A. Adegbile, Dr. Adams Onuka, Dr.
Keye Abiona, Dr. Okilagwe, Professor Moronkola, Professor
Morakinyo, Professor Ajayi, Professor Ajav, Dr. Debo
Salako, Mr. Thadeus Adebayo and many others.
I cannot forget my colleagues at the University of Ghana,
Legon, who made it possible for me to have a rewarding
academic experience during my sabbatical there. My Head of
Department, the Late Professor Alan Steward Duthie,
Professor Lawrence Boadi, Professor Florence Dolphyne,
Professor Kwesi Yankah, Professor Mary-Esther Kropp-
Dakubbu, Dr. George Akanling-Pare, Dr. James Saanchi,
Professor Sam G. Obeng-Gyasi, Dr. Kingsley Andoh-Kumi,
Professor John f. Wiredu, Professor Emmanuel Abakah and
others, who I cannot readily remember. I also place on record
the quality support that I enjoyed at the Institute of African
Studies, Cologne, Germany. My host Professor Bernd Heine
and others, Professors Matthias Brenzenger, Erhard Voeltz
and Gerrit. Dimmendaal provided me an enabling
environment to work. So also at LASU, Professor Leke
Fakoya, Drs G. Osoba, Steve Osipitan, Ogunlewe, Ayodele,
Rosari Ude, Rachael Bello, Harrison Adeniyi gave me a
rewarding experience.
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My past and present students who passed through me in
one way or the other, yqu have all shown to me that learning
is reciprocal. You all have contributed to make today a
reality. I therefore acknowledge Dr. Fontem Neba and his
wife Lucie (Cameroon); Dr. S.A. Dada, Dr. Reuben Ikotun,
Dr. Tunde Adegbola, Dr. Dare Oludoro, Dr. Omoniyi Friday-
Otun, Dr. Emeka Ifesieh, Mr .. Segun Okedigba, Mr. Tunde
Odewumi, Mrs. Titilayo Onadipe-Shalom, Mr. Tope Ajayi
and Yen. Thomas Fagbayi.
Members of my extended family, friends and well wishers
who made invaluable contribution to my success in life are
gratefully acknowledged here: Mr. Sunday Oyeyemi and Mrs.
Lydia Yemisi Morakinyo, Mr. Johnson Akinrinade; Mr. E.
Olu Ogunniran, Mr. Simeon Olaniyan (of blessed memory),
Mr. G. Adekunle, Mr. Joel Morakinyo, Mr. J. Olu and Mrs.
I.K. Amusan, Mr. Edward Ipoola and Mrs. Funmilayo
Ojemakinde; Mr. Bamgbe Ojemakinde (of blessed memory);
Mr. Johnson Akinware, Mr. Segun Ojemakinde, Chief Julius
Adeboye, the late Chief Jabez Adesina, Mr. Femi Odewunmi,
Mr. Wole Adegbite, Apostle Joshua Olaoye, Mr. James Ilori,
the late Mr. Demola Odetoyinbo, Mr. Usman Jimoh, Mrs
Molara Oni, Chief and Mrs. Abidoye Babalola, Dr. R.A.M.
Adedokun, Mr and Mrs. Sakin Babalola, Mr. Segun Odesola
(of blessed memory) and so many others who shaped my life
in one way or the other.
I need to thank in a special way my brothers and sisters in
the Oyetade's family for the various ways they have impacted
my life. They are: Mrs. Cecilia Foluke Opatola, Mr. Israel
Olufemi Oyetade, Mrs. Comfort Adefunnke Ojo, Mrs. Esther
Abiodun Oyaboade, Mrs. Rachael Oluyemisi Akinyinka, Mrs.
Margaret Abimbola Akinsika, Mrs. Eunice Modupe Fabiyi,
Mrs. Felicia Iyabo Abidoye, Mr. Julius Oladipupo Oyetade
and Mr. Timothy Opeyemi Oyetade.
I would also like to appreciate my in-laws for their ready
assistance to my family at all times. I wish to acknowledge
my wife's cousin, Moji, who together with my sisters, Bimbo
and Dupe, helped in the care of our early children. Similarly,
I express my appreciation to Abolore, Yinka and Wale that
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lived with us; so also to Pastor and Pastor (Mrs.) Toye and
Moji Dokun. I equally appreciate our neighbours and friends
Pastor Remi and Dr. Patricia Awopegba as well as Mr. and
Mrs. Kuyebi for their Christian love. Segun Awoleye, Kunle
Adepegba, Kunle Awotokun, Yemisi Adebowale (professor),
Gbenga Fakuade (Professor) Titus Adisa, Sakin Odesanmi,
Dunsi Ojo, Sangolana Samson, Bamgbe Oparinde, Bamgbe
Adeosun, Taiwo and Kehinde Akinbowale and a host of
others deserve my profound gratitude. My Secretary, Mrs.
Offiong, Ima-Obong, and my Driver, Mr. Gabriel Ayanniyi,
Mr. Yusuf and Mrs. Adenike Farai, together with her team,
provided the necessary technical support. I appreciate you all.
The last but not the least, my nuclear family members,
beginning with my wife, Moni, the only woman in my life.
You have proved yourself as a wife of noble character with
your unalloyed support and love for me. I will continue to be
intoxicated with your love and from your cistern will I ever
drink with relish. THANK YOU. My precious beautiful
daughters: Ebun, Kemi, Tolu and Ife, you have all given me
reasons to be grateful to God. Your days of glory will surely
come, and you will be greater than me.
Finally, Mr. Vice-Chancellor, no man can receive
anything except it is given from above. Therefore, to God the
Father, the Son and the Holy Spirit, I give my immortal
praise. Thank you all for listening.
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BIODATAOF
PROFESSOR SOLOMON OLUWOLE OYETADE
Professor Solomon Oluwole Oyetade was born on 15 May,
1958 in Ipetumodu to the family of Chief Michael Olonade
Oyetade and late Mrs. Deborah Adejoju Oyetade (Nee
Ojemakinde) of Yakooyo, Ife North Local Government Area
of Osun State. He attended three primary schools: L.A.
School, Oke-Osin, Yakooyo, 1964; St. John's School,
Yakooyo, 1965 - 1969 and Christ School I, Ipetumodu in
1970. He also attended Anglican Secondary Modem School,
Edunabon in 1971.
From 1972 to 1976, he had his secondary education at
Origbo Anglican Grammar School, Yakooyo where he was
the school's Time Keeper and Janitor. Later in 1976, he
proceeded to the Polytechnic Ibadan for his Higher School
Certificate, which he obtained in 1978. The same year, he
was admitted to the University of Ibadan for a B.A. Honours
Degree in Linguistics and graduated in 1981. He was posted
to Borno State for his National Service where he taught
English in the Pre-Technical Department of the Borno State
College of Agriculture, Maiduguri in the 1981/82 service
year. Professor Oyetade enrolled for the M.A. Programme in
Linguistics immediately after his National Service and
completed in 1984, and with abiding interest in
Sociolinguistics. Soon after, he started his Ph.D and
successfully defended his thesis on Nupe/Yoruba Endoglossic
Bilingualism in October 1990.
After a stint as a Lecturer in the Department of English,
Oyo State College of Education, Wesley Campus, Elekuro
Ibadan in 1984, Professor Oyetade joined the Department of
Linguistics and Nigerian languages as it was called then as an
Assistant Lecturer on 5 February 1985. He rose through the
ranks to become a Professor in 2006. Professor Oyetade is a
versatile lecturer. He was a visiting lecturer in the Department
of Linguistics, University of Ghana, Legon as well as an
adjunct lecturer in the Department of English at the
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University College of Education, Winneba, Ghana. So also,
he was a Visiting Professor at the Lagos State University and,
at the same time, adjunct Professor, Osun State University.
As a Georg Forster Research Fellow of the Alexander von
Humboldt Foundation, he was at the Institute of African
Studies, University of Cologne, Cologne, Germany, 2002 -
2004. Professor Oyetade has published widely in the area of
sociolinguistics. He has to his credit 5 books written alone or
jointly edited with other scholars. He has 15 chapters in
books and 32 journal articles, 7 conference proceedings and
monographs being re-written for publication. He is currently
working on Language endangerment in Nigeria with
perspectives on Akoko languages. He was part of the team
that translated the Beijing Women's Declaration, as well as
the Constitution of the Federal Republic of Nigeria into
Yoruba.
Part of the honours and distinction he won include: The
Federal Government Scholarship for M. A.; Bashorun M.K.O
Abiola Travel Grants for Postgraduate Teachers, A four-
month scholarship for Proficiency courses in Germany at
Goethe Institute, Bonn, Germany, July-October, 2002. Georg
Forster Research Fellowship of the Alexander von Humboldt
Foundation, Germany. Return Fellowship for Georg Forsters'
Fellows. He belongs to many academic societies: Linguistics
Association of Nigeria, West African Linguistics Society,
Yoruba Studies Association of Nigeria, Linguistics
Association of Ghana, World Congress of African
Linguistics, and Member, Lingua Pax, Spain. He is the
Associate Editor, Inquiry in African Languages and
Literatures and Member of the Editorial Board, Journal of
Language Culture and Communication,
Professor Oyetade has supervised and graduated 10 Ph.D
students (3 jointly supervised and 7 solely). At present, he has
3 Ph.D and 2 M.Phil candidates under his supervision.
Professor Oyetade has held a number of administrative
positions in the University. He served as Assistant Warden
and later Warden, Mellanby Hall; he was once the "Use of
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English" supervisor in the General Studies Programme. He
was formerly Acting Head of Department of Linguistics and
African Languages. He has functioned in several Senate
Committees, e.g. Telephone Committee, Faculty of Arts
Representative on the Senate Computer Committee;
Chairman, Faculty of Arts Senate Curriculum Committee,
Kenneth Dike Library Committee and Faculty of Arts
representative on the Central Appointments and Promotions
Committee and currently, the Deputy Director
(Administration) Distance Learning Centre, University of
Ibadan.
Professor Oyetade has served as external examiner to the
following Universities: Obafemi Awolowo University-
Department of African Languages and Literature, and
Department of English; Ambrose Alli University, Department
of English, University of Benin, Department of Linguistics;
University of Ado-Ekiti-Departments of English and
Linguistics and Nigerian languages; Adekunle Ajasin
University, Akungba Akoko, Department of Linguistics and
Nigerian Languages and University of Ghana, Legon.-both
Departments of Linguistics and English.
Professor Oyetade is a Minister of the Gospel and
currently a Zonal Pastor in the Redeemed Christian Church of
God, Oyo Province 2, Ibadan. He is married to Dr. Monilola
Dasola Oyetade and the marriage is blessed with four
children: Ebunoluwa, Oluwakemi, Tolulope and Ifeoluwa.
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NATIONAL ANTHEM
Arise, 0 compatriots
Nigeria's call obey
To serve our fatherland
With love and strength and faith
The labour of our heroes' past
Shall never be in vain
To serve with heart and might
One nation bound in freedom
Peace and unity
o God of creation
Direct our noble cause
Guide thou our leaders right
Help our youths the truth to know
In love and honesty to grow
And living just and true
Great lofty heights attain
To build a nation where peace
And justice shall reign
UNIVERSITY OF IBADAN ANTHEM
Unibadan, Fountainhead
Of true learning, deep and sound
Soothing spring for all who thirst
Bounds of knowledge to advance
Pledge to serve our cherished goals!
Self-reliance, unity
That our nation may with pride
Help to build a world that is truly free
Unibadan, first and best
Raise true minds for a noble cause
Social justice, equal chance
Greatness won with honest toil
Guide our people this to know
Wisdom's best to service turned
Help enshrine the right to learn
For a mind that knows is a mind that's free
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