This paper argues that while there are factors common to second language learning in both monolingual and multilingual contexts, there are also predictable differences in degree arising from a one-many or many-one language learning situation, common to both contexts, as opposed to a many-many language learning situation typical of the multilingual context. In the context of current language learning and teaching practices in Nigeria, issues in language policy (especially with regard to language choice at different levels of education), language attitudes, curriculum design and content, instructional materials, and language teacher role and training are examined and attention is drawn to the problems arising from these factors in relation to some current approaches to language learning and teaching. Contains 35 references. (MSE)