This language revival development plan by National Institute for Cultural Orientation (NICO),is a welcomed one. Local languages as stated in the National Policy on Education ought to have been used as a medium of instruction in the first years of the child education. This is not presently the practice in the implementation of our education, pupils are compel to learn in English language right from the first day they found themselves in the school. This is one of the greatest challenge in our educational system today and the greatest factor that contributes to the declining nature or the negligence of our languages. Our local languages have been made irrelevant and gradually becoming obsolete because the educational system never recognize their effectiveness in the teaching and learning process.

To revive our local languages, we must ensure that these languages are made relevant in our educational system. At least in the first three years of primary education, our local languages should be used as medium of instruction, just teaching and learning the language is not enough.

Various researches have shown that the child learns better when the language of the environment is used as a medium of instruction in the first three years of the child education. A research recently carried out by me in a rural and semi-urban schools in Delta State, where Izon language was used as a medium of instruction proved beyond reasonable doubt concerning the effectiveness our local languages in the teaching and learning process. The pupils who participated in the Izon language class achieved significantly better than their counterparts in the English language class.

Finally, if our local languages are used as medium of instruction, it will go a long way in sustaining these languages compared to mere teaching and learning them .

Local languages can not be restored by organizing programmes on them but rather by using them and encouraging children in their formative years to use the mother-tongue. The whole problem of falling standard of education has its origin in children having a confused beginning. They have no proper language background to prepare them for concept formation. Before they have a good grasp on the language of their parents, they are rushed into a kind of English that only the semi-illiterate nannies and other minders understand. This happens at a stage when they need language most for thought. In those days of "no vernacular speaking" in schools, a child could already use the mother-tongue before enrolled at school as he was never below the age of six years. Most of the time then, he was more than ten years old. But today, a child could finish the secondary school by twelve. Maybe insisting on the use of the mother-tongue as a language of instruction till the end of basic education can change something both in the revival of the indigenous languages and in improving the standard of education.