The ultimate aim of language issue in Nigerian educational system has been that the only appropriate medium of instruction at any level of school systems (primary, secondary, and tertiary) is unilingualism or to some extent, bilingualism in the form of convention. The reality of Nigerian society depicts a multi-lingual and ethnic diverse nation, therefore, poses a threat to effective implementation of the educational language policy for realization of such ultimate goal. The policy statements suggest a multi-lingual schooling system in the usage of several languages on the basis of mother tongue or language of the immediate community. If implementation of these over 250 local languages in primary schools is not planned and structured for ultimate goal realisation, effective management of change may lead to a dilution of policy effectiveness and efficiency. This study seeks to analyse the oscillation process in implementation processes of language policy in the classroom and also interpolates a bilingual model of languages in the classroom teaching-learning process in the policy statement. The study will employ a qualitative research method of document analysis to generate relevant data. Document analysis involves examination and evaluation of three main documents: National Policy on Education (2014), National Language Policy (2022), and Map of Nigerian Languages (2024). These documents will be retrieved from National Library in Abuja, Nigeria. To ensure that the documents provide reliable data, the study will follow Scott's (1990) four main criteria for dealing with documentary sources in research. The study intends to examine the fundamental relationship between English language and the Nigerian languages. This study will argue that English should be a language of expression (feelings) or writing purpose while Nigerian languages should be language of thoughts or thinking purpose in order to attain sustainable national integration and development.

PURPOSE: Multilingual children are disproportionately under-identified for communication disorders compared to monolingual peers. This is due to monolingual-centric assessment practices and limited tools in the home-language(s). A shift has begun to identify more inclusive strategies, including use of narratives and non-word repetition tasks. However, a barrier to their use is the limited number of bilingual speech-language pathologists (SLPs). Artificial Intelligence (AI) translation is emerging as a powerful tool. However, AI speech and text translation is based on English-centric adult models, thereby influencing their relevance to multilingual children.

OBJECTIVES: We will examine the extent to which AI-based translation can be used to facilitate home-language assessment scoring, and identify multilinguals at risk for communication disorders.

RESEARCH METHODS: Caregivers will complete the Canadian Questionnaire of Language Use and Exposure in Bilingual Preschool-Aged children (C-QUEB) and Alberta Language and Development Questionnaire (ALDeQ). We will use Zoom to assess 200 multilingual children on their home-language narrative storytelling (Edmonton Narrative Norms Instrument [ENNI] and Frog Story Task) and non-word repetition (Quasi Universal Non-Word Repetition Task) skills. We will score children on the assessed narrative and non-word repetition measures, based on three home-English language translation conditions: (i) AI speech and text translation (via DeepL), (ii) translation by a team member, and (iii) direct scoring by a bilingual team member in the home-language.

DATA ANALYSES: We will conduct an ANOVA to compare score differences across conditions, and calculate Cohen’s kappa for inter-rater reliability.

SIGNIFICANCE: Our findings will support the majority of SLPs, who are English monolinguals, in conducting home-language assessment scoring.

In 1979, the influential Speak Mandarin Campaign pressured the Chinese Singaporeans to replace Chinese ˝dialects˝ and forced them to speak Mandarin. The goal of this policy was to encourage Singapore’s economical growth and academic success. Consequently, Chinese ''dialects'' were banned within Singaporean society, and began to dramatically decline, especially among younger generations. The purpose of my research paper is to present a literature review about the Speak Mandarin Campaign that caused negative language attitudes towards Chinese ˝dialects˝ and their loss. By drawing on twenty-six peer-reviewed articles, I argue that heritage languages must never be perceived as an impediment for academic success. The results demonstrate that the decline of Chinese ˝dialects˝ within younger generations holds true. Chinese Singaporeans have tendency to put greater priorities on academic subjects (math, chemistry, etc.). My interpretation is that education and schooling are two separated but complementary concepts. Schooling is done in schools where academic subjects are taught in the official language. On the other hand, education involves transmission of culture and values which must be done in the heritage language. The findings of this literature review have significant implications for policy makers, educators, and language programs. Lessons learned from the Singaporean community will be important to other contexts where linguistic diversity tends to be disregarded. In this conference, I will explain that learning heritage languages does not entail academic failure but rather develops linguistic abilities. Heritage languages bring a whole lot of cognitive and social benefits, such as juggling with different linguistic systems of rules and inclusion. Since this conference encourages discussions about inclusion, language policy, diversity and creating bridges between differences, promoting heritage languages within the field of education would help to erase any language hierarchy and understand the specific role of each language within multilingual societies.

This scoping review maps the rapidly evolving academic landscape concerning the application of Generative Artificial Intelligence (GenAI) to endangered language revitalization. Analyzing 50 peer-reviewed studies published between 2022 and 2025, the review synthesizes key themes, methodologies, and conceptualizations shaping this interdisciplinary field. Findings reveal a field dominated by empirical, technology-focused studies but transitioning towards more integrated approaches that combine GenAI with community-driven and educational perspectives. The review critically examines the documented affordances of GenAI, such as automating documentation and creating interactive learning tools, alongside significant limitations, including data scarcity, cultural reductionism, and ethical concerns regarding community exclusion and data sovereignty. Ultimately, the review argues against a narrow technological solutionism, advocating instead for a holistic, community-led language policy framework informed by Spolsky’s (2012) triad of community practices, beliefs, and management. It concludes with evidence-based recommendations for policymakers, funders, and technologists to foster ethical and effective partnerships that ensure GenAI supports, rather than supplants, community-led revitalization and intergenerational transmission.