GNOSI: An Interdisciplinary Journal of Human Theory and Praxis, Vol. 1(2) (2018) ISSN ONLINE: 2714-2485 ISSN PRINT : 2714-2477 (DOI: https://doi.org/10.5281/zenodo.3647722) O R I G I N A L A R T I C L E Re-Viewing the Mass Communication Education Curriculum. Case for Language/Linguistics, Communication Synergy. 1 Godwin C.S. Iwuchukwu | 2 Rita Ngozi Iwuchukwu 1 Department of Linguistic and Communication Studies University of Calabar, Nigeria. godwiniwuchukw@gmail.com 2 Department of English and Literary Studies University of Calabar, Nigeria. Abstract: Curriculum review of any academic curriculum is one way of demonstrating the dynamism of such discipline. Mass Communication as a dynamic discipline is one such beneficiary of curriculum review. In line with Iwuchukwu's (2010) earlier submission that no graduate of any academic level or discipline worth's more than the curriculum that produces him/her, it was an observed inability of some practicing journalists, especially, those in the print. To handle ethical issues, which was traced to a lacuna in the curriculum that led to the introduction of the course, ethics. This paper seeks to unveil another obvious lapse among mass communication practitioners cutting across, print, broadcast and electronic media. It further highlights that such lapses as incompetence in language use, both at the phonetic, phonological semantic. Syntactic stylistic and even psycholinguistic to be a direct fall out of a perceived lacuna in the present mass communication education curriculum especially in Nigeria. We contend that a review of the present curriculum is glaringly imperative recommending not only the inclusion of more language/linguistic courses but also a stronger synergy between language/linguistics and mass communication. This is our opinion could be boosted with a course "Language and Communication not only though to all mass communication students at all levels, but it being recognized as another Sub-field of specialization by mass communication graduates who wish to further their stadium at the postgraduates levels as in the case in the University of Calabar. Keywords Mass Communication, Education Curriculum, Language, Linguistics, Communication Synergy. INTRODUCTION An academic discipline is termed to be dynamic if its curriculum undergoes a periodic review. A graduate or professional of any academic discipline will normally function or perform within the ambits of the curriculum that he went through. Iwuchukwu (2010:118) captured this 105 fact earlier this way: Every graduate in any academic discipline is always a product of the Curriculum that made him and nothing more. Just as the saying goes that the servant cannot be above his master, it takes extra-ordinary Circumstances and situations for one to be greater (know more) than the curriculum that he went through. A thoroughly bred scholar is usually a product of a thoroughly bred curriculum. It may not be unconnected with this fact that the Federal Government through the National Universities Commission has called for a general review of the curriculum of the most academic programmes in our universities. They realize albeit late that the existing curricular that produced graduates of the various disciplines in the 19th and 20th centuries cannot and is not meeting the needs of the graduates of the 21st century. The Present Mass Communication Curriculum benefited from a review. When some practicing journalists, especially, those in the print had challenges in handling ethical issues, it was traced to a lacuna in the curriculum that the existed. The curriculum was reviewed to accommodate the introduction of the teaching of the course ethics. This paper canvases for another review of the present Mass Communication Curriculum in Nigeria. This position is not just to acknowledge and accommodate the age-long relationship between language and Communication but to equip Mass Communication graduates of the 21st century to remedy observed lapses and incompetence in the language used by both print and Broadcast Media Practitioners. LITERATURE REVIEW. Several researchers have worked on the age-long relationship between Language/Linguistics and Communication. In this work, we are using the language and linguistic terms together in the sense that both overlap in our context. Language is the specie specific human possession according to Chomsky while linguistics is the scientific study of language. Both language and its scientific analysis have an intricate relationship with Communication. Allowed (1993:3) had captured this in his work on Language Communication and Social Activity where he said that without Communication, which is for the most part linguistic, most collective activities could not exist. He further states that, Communication stands in as universal means-end relations to human collective activities. As soon as human beings need to be Coordinated in a joint activity, joint information is needed for the coordination. The information becomes joint by communication -which is mostly linguistic. However, whether verbal or not, there is always Communication as soon as we have coordinated activity and this communication is frequently verbally linguistic, even in cases where other types of communication are possible. Allwood's analysis further showed that essential aspects of the organization of a social structure such as (a) distribution of power, (b) relations of affinity, (c) distribution of labour and (d) distribution of information, are initiated and sometimes constituted, upheld and charged through communication. His work further revealed that while communication is an essential aspect of both static and dynamic social structures, its multidimensional and contextual, is casually complex, acts of communication both with their surrounding non-communicative (non-linguistic) context and with their surrounding communicative (linguistic) context. His kind of concluding remark on the topic is if we wish to know how social activities influence communication we can regard the activity –its function/purpose, its roles, its tools, and its natural institutional and artificial environment as determining factors influencing both individual communication acts and interactive collective patterns of communication. 106 Wilson has been leading voice in the proposal for a language/linguistics (language Arts) and communication synergy campaign. Both Wilson (2016) and (2015) were devoted significantly to discussion and effort to demonstrating the complementary that should exist between Language/Linguistics and Communication. Wilson (2016) argued on the relevance and strategic role of language arts in the development of the communication studies curriculum. He was very categorical in stating that" Language is the vehicle for communication and whatever skills are needed for the effective production of any language are the skills needed for Communication" (Wilson 2016:3). He emphasized the role of the Language Arts in the delivery of a credible training curriculum for Communication Students in Nigeria. According to him, "it is a known fact that for anyone to use and practice the skills and arts of communication, they should have a full grasp of language and communication, origins and transmutations. He recommended some linguistic/language arts courses which will make any communication study curriculum solid and credible, Furthermore, in both Wilson (2015) and (2016), He succinctly articulated the need to lead mass communication students into a knowledge of the psycholinguistic underpinnings as well as the environment and situations in which such messages are audited, the arts and skills of producing effective messages and the conditions which make message reception effective even when feedback may be variable. Ndimele and Solo (2016) are not left out in the debate. They harped on the need to employ linguistics resources to aid in the training of persons in other progressions/disciplines especially, Journalism and some Professions of Persuasion. They went ahead to x-ray the relevance of language/linguistics I the mass communication profession Ndimele and Solo (2016:22-) spelled out the details of language/linguistics in news writing. Here, they show that linguistic knowledge is imperative to enhance their reportorial and communication ability, to be able to explore stylistic contrasts in the portrayed of currents, to learn how to use punctuation marks and tenses accurately, etc. In proofreading, He shows that the proofreader/editor requires excellent exposure to linguistics resources among others, develop critical eyes and evaluative mind to know which aspect of the news items or a manuscript must be deleted, retained or rephrased before it is published or goes on-air as well as to be at home with spellings of words in hi working language. In creating Headlines, they believe, requires special skill in journalism which requires human language and the impact of words. In Broadcasting according to them, the newscaster/presenter of programmes in the broadcast media should among others (a) Receive training in pronunciation and vocal efficiency. (b) Be familiar with the intonations and stress patterns that obtain in his working language. (c) Be familiar with a working range of distinctive human speech sounds as well as to know how to produce them. (d) To be familiar with the orthographies of languages, especially those within his working area. (e) To undergo intensive oral drills, if he has 'Heavy' native language interference that can blur Comprehension on the part of his listeners; the oral drills can be centered around the areas where there are misleading similarities between sounds in his native language and those of his working language. Since the pronunciation of cultural words/names poses a problem to the broadcasters, they need to write such names with phonetics transcription. Only reporters who are trained in phonetics can transcribe words correctly. Ndimele and Solo (2016:24) further showed the relevance of language/linguistics in other professions of persuasion including, advertising, public relations, propaganda, and marketing. Their submissions on this are presented as follows; Our position is that in all these professions of persuasion, humans are often manipulated not necessarily by our actions, but largely by how the resources of language are harnessed to achieve the desired purpose. We argue that Persuasion 107 Communicators do need a course that teaches how linguistic resources can be explored to improve their imaginative and creative ability in manipulating, Persuading or massaging the emotions of their target population. Odegbenle, (2013) Lamented on the challenges of the language of communication in the Nigerian Media. Odegbenle (2013:3) declared that "Communicating in the appropriate language is becoming a source of worry to language experts especially, on media contents. This concern is hinged on the belief that the media is the conscience of the society and that people have a greater inclination to believe their messages. The fear is the misuse of language of communication in the mass media in Nigeria to promote violence and vulgarism "He maintained that communication experts have established that in some cases, inappropriate choice of words and bad contextual applications of the language rob the audience of the proper understanding of the message and lead to public rage. Harub et al (2003:1) in their inquiry about the origin of language and communication, after examining the anatomical and physiological requirements averred that the evidence conclusively implies that humans were created with the unique ability to employ speech for communication". Looking at such an intricate relationship between language/linguistics and mass communication, from origin to date, it is still bewildering to see that this has not reflected in most mass communication curriculum content from undergraduate to postgraduate levels. This work is not only to strengthen the position of the scholars pointed above to show practically the consequences of the neglect of the language and linguistic input but also to suggest more pertinent linguistic courses needed to be added to every communication studies curriculum (those not in Wilson's 2016 presentation) as well the need to recognise Language and Communication Research as a subfield of specialization at the graduate level of Mass Communication Programmes. RESEARCH METHODOLOGY The methodology adopted in this work is qualitative research, specifically, content analysis. The mass communication curriculum of the Cross River State University of Technology, served as the reference material while that of the Universities of Calabar and Port-Harcourt were only content examined, hence they provide the kind of synergy which we are canvasing for. A Nigerian newspaper (The PUNCH) and the NATION were also content analysed to practically demonstrate what is being theoretically postulated. As earlier discussed, the new courses recommended by Wilson (2016) were equally examined so that they need not be repeated in our new recommendations. A graduate course designed and thought in the University of Calabar was also examined and presented as part of the data. Secondary source materials were equally helpful. These data will be presented and discussed in subsequent sub-sections with a summary of findings. Present Mass Communication Curriculum of Cross River University of Technology excluding General Studies Courses. TABLE 1: Details of the Academic Programme of the Department Year One. First Semester Courses. Code Course Credit Units MAC 1101 Introduction to Mass Communication 2 MAC 1102 History of Nigerian Mass Media 2 MAC1103 Introduction to Photography 2 MAC 1104 Introduction to French 1 2 108 MAC 1105 Nigerian Legal System 2 Elective: Anyone of following (MAC 1106 MAC 110) Elective MAC 1106 Introduction to Political Science 2 MAC 1107 Introduction to Sociology 2 MAC 11O Introduction to Psychology 2 STAT 1101 Introduction to Statistics 2 Second Semester Courses: Code Courses Credits Hours MAC 1201 Introduction to Broadcasting 2 MAC 1202 African Communication System 2 MAC 1203 Introduction to Desktop Publishing 2 MAC 1204 Principle of Public Speaking 2 MAC 1205 Basic English for Media Writers 2 MAC 1206 Introduction to French 2 2 YEAR TWO: First Semester Courses Code Courses Credits Units MAC 2101 News Writing and Reporting 2 MAC 2102 Mass Media and Society 2 MAC 2103 Writing for the Mass Media 2 MAC 2104 Intermediate French 1 2 MAC 2105 Principle of Advertising 2 MAC 2106 Online Journalism 2 MAC 2107 Broadcasting Studio Production Techniques 2 Second Semester Courses Code Courses Credit Units MAV 2201 Internet and its Application 2 MAC 2202 Reviewing and Criticism 2 MAC 2203 Specialized Reporting for Multi-Media 2 MAC 2204 Intermediate French 2 2 MAC 2205 Principles of Public Relations 2 MAC 2206 Feature/Writing for Multi-Media 2 MAC 2207 Broadcasting Presentation 2 MAC 220 Video Field Production Techniques 2 YEAR THREE: First Semester Code Courses Credit Units MAC 3101 Principle of Visual Communication 2 MAC 3102 International Communication 2 MAC 3103 Broadcasting Programming & Production 2 MAC 3104 Environmental Reporting 2 MAC 3105 Newspaper Production Laboratory 2 MAC 3106 Advance Media Writing 2 MAC 3107 Elements of Field Production 2 Elective: (Anyone of the following –MAC 310 -3111) 109 MAC 310 Magazine Article Writing 2 MAC 310 Principles & Practice of Book Publishing 2 MAC 3110 Advancing Creative Strategies 2 MAC 3111 Corporate Communication Techniques 2 Second Semester: Code Courses Credit Units MAC 3201 Science and Technology Reporting 2 MAC 3202 Aesthetics of Film and Video 2 MAC 3203 Mass Communication Research 2 MAC3204 Principle and Practice of Photojournalism 2 MAC 3205 Computer Graphic Application 2 MAC 3206 Broadcast News, Editing & Production 2 MAC 3207 Internship 2 MAC 320 Advance Magazine Article Writing 2 MAC 320 International Public Relations 2 MAC 3210 Management PR & Ad Agency 2 MAC 3211 Advance Book Publishing Techniques 2 YEAR FOUR, First Semester: Code Courses Credit Units MAC 4101 Communication Law, Ethnics Responsibility 2 MAC 4102 Editorial Writing 2 MAC 4103 Data Analysis in Communication Research 2 MAC 4104 Seminar 2 MAC 4105 Media Management 2 MAC 4106 Broadcasting Commentary Production 2 MAC 4107 Mass Communication Theory 2 Elective: Anyone of the following (MAC4108 -4110) Electives MAC 4108 Public Relations and Campaigns 2 MAC 4109 Contemporary Magazine Publishing 2 MAC 4110 Book Publishing in the Digital Age 2 Second Semester: Code Courses Credit Units MAC 4201 Investigative & Interpretative 2 MAC4202 Drama & Documentary Production 2 MAC 4203 Website Management 2 MAC 4204 Educational Broadcasting 2 MAC4205 Research Project 6 1.4 Data Presentation, Discussion and Summary of Findings Table 2: Linguistics and Communication Studies Programme: University of Calabar YEAR ONE--SEMESTER ONE Credit 110 Course Code Course Title Hours Status LCS 101 Introduction to Linguistics& 3 Compulsory Communication 1 LCS 111 Introduction to Phonetics 1 3 Compulsory LCS 151 Human Communication 3 Compulsory FRT 181 Introduction to French 3 Compulsory Language 1 LCS 131 Languages of the World 2 Optional LCS 121 Efik/Ibibio/Bekwara/Ejagham 2 Optional Languages LCS 141 English Grammar1 2 Optional Total Credit Hours 18 YEAR ONE-SEMESTER TWO Credit Course Code Course Title Hours Status LCS 102 Introduction to Linguistics & 3 Compulsory Communication LCS 111 Introduction to Phonetics 11 3 Compulsory LCS 162 Language use in the Media 3 Compulsory LCS 152 Development in Communication 3 Compulsory Technology FRT 182 Introduction to French Language 3 Compulsory LCS 132 History of Linguistics 2 Optional LCS 122 Efik/Ibibio/Bekwara/Ejagham 2 Optional Culture LCS 142 English Grammar 11 2 Optional N/B: Students should offer optional courses from each semester YEAR TWO-(DIRECT ENTRY) SEMESTER ONE Credit Course Code Course Title Hours Status LCS 101 Introduction to Linguistics & 3 Compulsory Communication. 1 LCS 201 Phonology 3 Compulsory LCS 221 Introduction to Morphology 3 Compulsory LCS 231 Writing, 3 Compulsory Systems/Orthographic Design LCS 251 Language and Broadcasting 3 Compulsory FRT 181 Introduction to French Lang. 3 Compulsory 111 YEAR TWO-SEMESTER TWO Credit Course Code Course Title Hours Status LCS 102 Introduction to Linguistic & 3 Compulsory Communication. 1 LCS 202 Generative Phonology 3 Compulsory LCS 222 Morphologies of African 3 Compulsory Languages LCS 242 Language and Public Relation 3 Compulsory LCS 272 Principles of Advertising 3 Compulsory FRT 182 Introduction to French 3 Compulsory Language 11 YEAR THREE-SEMESTER ONE Credit Course Code Course Title Hours Status LCS 301 Introduction to Syntax 3 Compulsory LCS 321 Structure of a Language1 3 Compulsory LCS 331 Applied Linguistics 3 Compulsory LCS 351 Proof Reading Technique 3 Compulsory ELECTIVE Any 3rd year 1st Semester 3 Elective Course from Faculty of Education or Department Of Sociology. LCS 311 Dialectology 2 Optional LCS 381 English in the Nigerian 2 Optional Setting LCS 391 Organizational 2 Optional Communication LCS 341 Computation/Practical 2 Optional Linguistics LCS 361 Health Communication 2 Optional YEAR THREE-SEMESTER TWO Credit Status Course Code Course Title Hours LCS 302 Generative Syntax 3 Compulsory LCS 322 Structure of a Language 11 2 Optional LCS 332 Linguistics and 2 Compulsory Communication LCS 342 Research Method 2 Compulsory Applied LCS 372 Communication 2 Compulsory Sociolinguistics LCS 382 Consultancy in 2 Compulsory Communication ELECTIVE Any 3rd year 2ndSemester 3 Elective Course form the Faculty of Education or Department 112 of sociology. LCS 312 Contrastive/Error Analysis 2 Optional LCS 362 Drama and Poetry in Efik/ Bekwara/Ejagham LCS 375 Introduction to African 2 Optional Linguistics LCS 352 Communication and Culture 2 Optional LCS 302 Entrepreneurship 2 Compulsory LCS 392 Trade Skill Internship 3 Compulsory N/B: Students should offer the optional course from each semester N/B: Students offer one optional course from each semester YEAR FOUR-FIRST SEMESTER Credit Couse Code Course Title Hours Status LCS 4001 Topics in Phonology 3 Compulsory LCS 4011 Semantics and 3 Compulsory Translation LCS 4021 Lexicology & 3 Compulsory Lexicography LCS 4031 Indigenous 3 Compulsory Communication Systems & Semiotics LCS 4075 Theories of 3 Compulsory Communication LCS 4111 Linguistics & Literature 2 Optional LCS 4121 Speech Pathology 2 Optional LCS 4131 Historical/Comparative 2 Optional Linguistics LCS 4041 Rhetorical Theory & 2 Optional Practice YEAR FOUR-SEMESTER TWO Credit Course Code Course Title Hour Status LCS 4002 Topics in Syntax 3 Compulsory LCS 4012 Psycholinguistics 3 Compulsory LCS 4032 Language of Features 3 Compulsory & Commentary LCS 4090 General Paper 3 Compulsory 113 LCS 4092 Research Project 6 Compulsory (Long Essay) LCS 4112 Politician 2 Optional Communication LCS 4122 Problem of a 2 Optional Multilingual Nation LCS 4132 Comparative Cross 2 Optional River Languages LCS 4042 Languages and 2 Optional Argument Table 3: Evidence of deficiencies from practitioners and professionals: The Nation (Monday, October 30th, 2017). On page 2: 'Positioning Nigeria for a prosperous future', the word 'a similar' was written as one word 'a similar'. On page 7: 'Southeast leaders seek repairs of federal roads, Enugu airport. There is an error in the use of the plural marker's' in others(Other dignitaries included.....) On page 7- 'Grammatical error 'Okonkwo rallies support for Obiano' the noun 'weight' is used as a verb in this sentence 'They have been fairly weighted and properly scale....' On-Page 8Grammatical error in this sentence 'Udi LGA has 20 wards'. There is no plural marker in the ward. There is also spelling error- '...... sneak in through the back door at the midnight.....' There is mechanical accuracy error in this sentence 'we therefore respectfully pray......'the use of comma after 'we' was omitted. Table 4: Language and use Communication Courses taught at the MA/Ph.D level at the University of Calabar; Code LCS 6041. Course Description: Language and Communication (L&C), an interdisciplinary course within the Faculty of Arts, centres on the study and use of language in society in a multilingual, globalized world, with a particular focus on Language global import, such as English, as well as those with local significance, in how they are appropriated and positioned in multilingual, cosmopolitan contexts of Nigeria. The course provides the theoretical foundations and applied contexts for understanding and addressing linguistics and social questions of Language and Communication. It equips students with the intellectual and practical tools to critically examine, intelligently reflect on, and competently participate in communicative situations, in real-world contents, such as in the workplace, lecture delivery as well as in more informal sites of multilingual communication. The L&C course take s particular pride in engaging in experiment learning, from projects involving fieldwork in Nigeria to a practical case studies of language and communication interrelationship. In addressing the need in society for linguistically versatile and cultural sensitive learners in the 21st-century knowledge economy of Nigeria's world, city and beyond, the course aims at honing transferable skills for a wide range of careers, including education, material development, editing 114 and publishing, public administration, public relations, marketing, the media, event organization, tourism, cultural affairs, and global creative industries. Expectations: Students who declare a major or minor in Language Communication will: -identify and critique relevant issues in the study of Language and Communication, and apply theoretical and methodological knowledge to real-world social and linguistics data; -critically evaluate established knowledge and creatively apply it to novel, contemporary contexts of communication, in this multilingual, globalized world, in particular in the settings of Nigeria; -critically reflect upon the strengths and weakness of her own others' viewpoints and communicative practices, and challenges taken-for-granted assumption about language and communication; -identify, appreciate and critically examine the role of diversity in languages and communicative strategies across cultures and time, and how this shapes one's linguistic identity and comes to bear upon communicative situations, drawing on cross-cultural perspective in the study of language and communication; -use the necessary intellectual, communicative and practical skills to participate in intellectual discussions of linguistic and social issues and collaborate productively in projects, in and for both institutional and real-world contexts; -demonstrate an understanding of the complexities of contemporary social and political issues of language and communication in the context of globalization, such as the appropriation and positioning of languages of global significance, in particular, English, and the fine balance struck with other local languages. With a view to sustainability in multilingual, cosmopolitan contexts of Nigeria-which allows for intelligent, significant and responsible contribution =s to society. (1) Introduction: a (i) Definitions (ii) Components of languages b (i) what is communication? (ii) Principles of communication (iii) Types of communication (iv) Conversational maxims (v) Violating the conversational maxims (2) Origin of language and communication (3) a. Relationship between language and communication, b. Difference between language and communication (4) Communication and Language Development; -Physical and brain development -Babbling as a gateway to advance communication -Language use and Television Viewing -Communicating peace through mother to child language talks (5) Practical and recent case studies in language communication research in Nigeria (6) Environmental print communication awareness in language development (7)Theorizing communication (8)Introduction to global creative industries (9)Intercultural communication (10) Adaptation from text to screen (11) Exploring language use in mass communication 115 a. Broadcasting b. Print c. ICT d. Social Media (11) Language, Linguistics and Communication Programme Domiciliation Controversy. DISCUSSION The disparity in language/Linguistics content in the two programmes of the two institutions is very glaring. The institution with Mass Communication code name lacks serious Linguistics/Language courses unlike the institution with the code: Linguistics and Communication on Studies. As stated earlier, institutions with Mass Communication Code name tend to share the same Curriculum Content through the NUC B MAS as observed by Wilson (2016) while those with linguistics and Communication or Language/arts tend to share similar curricular content. Wilson (2016) observed that "NUC has been a common curriculum for the study of all the variants of Communication studies in our Universities ... They all embrace the Minimum Academic Standards (MAS) document, while also focusing on some special areas of their own". We share his candid opinion that NUC does not worry about the content of the programmes as much as they worry about the code name. That is why they are gross erroneously insisting on Linguistics and Communication Studies or Communication and Language Arts Programme must revert to Mass Communication. This recommendation tends to be born out of imperialist influence of exoglossic Scholars rather than empirical and historical facts as articulated by some scholars in this work: knowledge and competence in language use remains significantly relevant in the competence and performance of virtually all mass communication sub-field such as broadcasting, print, journalism, ICT and even social media. SUMMARY OF FINDINGS A comparison of the two curricula shows that the institutions with the Mass Communication Code name will produce graduates without any idea or introduction to Language/Linguistics, Phonetics, Morphology, Discourse Analysis, and Pragmatics. This is the Synergy that will equip Communication graduate with appropriate Language and Language and Linguistics resources is an invaluable assets that will bring about competence and effectiveness among Mass Communication Practitioners and Educators in Nigeria in the 21st Century. This could even still be a trending or novel idea if exported globally. Graduates of such curriculum are more equipped and balanced than those otherwise. Language and linguistics studies synergy with mass communication programmes remain among the best innovative methodologies to not only strengthen the capacity of the professionals but also deepening inter-disciplinary research produced. CONCLUSION This work is an added voice to the several expert voices calling for the review of the present Mass Communication Curriculum and re-designation of the code name of such programmes in the light of the present realities. From theoretical postulations to a kind of field work/report, there seen to be overwhelming endorsement of the incorporation of more languages/linguistic courses as suggested above and by other experts into the Mass Communication Curriculum. If this cannot be achieved except with the re-designation of the code name from Mass Communication to Communication Studies., Linguistics and Communication, or Communication Arts, let the designation to be done expeditiously. Rather than dissipate energy on the code name, focus should be on the content. The curriculum content should align with the 116 age-long historical, physiological, anatomical and complimentary relationships shared by Language/Linguistics and Communications. Towards achieving the goal, Postgraduate Programmes should be designed and mounted in Language and Communication for more research into this sub-field and ultimately, the production of more experts equipped to excel in any field of Communication Practice of education. 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