The position of English as the language of instruction in Nigeria is informed by the Education Ordinance of 1882. In multilingual Nigeria, English remains a dominant language as indigenous languages in the country suffer from the threats of negative language attitudes. This paper is immersed in the sociolinguistics of multilingual Nigeria in terms of the co-existence of English and indigenous languages in the country. Nigeria is a mega speech community, where there is need for English and Nigerian languages to co-exist in nationbuilding. However, negative language attitudes do not facilitate a framework for such co-existence. This study explores Stewart’s 1968 attributes for language classification. Questionnaires (see appendix) were administered to 40 respondents: teachers, parents and students. The study finds out that there is need to evolve a forward-looking, germane policy framework not only for the co-existence of English and Nigerian languages, but also for engaging indigenous languages in Nigeria in important spheres of nationhood, as this will foster national development.