Education has been identified as the bedrock of the development of any nation. It is also a known fact that all education programmes always have a language dimension to them hence the need for language education policy. The study, therefore, focused on teacher educators‟ perception of Nigeria‟s language education policy on imparting the needed technical vocational skills and pedagogy for graduates‟ self-reliance, empowerment of semi-skilled practitioners and national development. The study was guided by four research objectives which included: finding out the teacher educators‟ perception of language education provision on technology education in Nigeria; determining the language to be combined with English in technology education classroom; identifying the challenges in the adoption of bilingual education model for teaching and learning of technology education; and identifying the strategies for the adoption of bilingual education as an alternative model in the teaching and learning of technology education in Nigeria with four corresponding research questions. A survey research design was adopted for the study. The population for the study was 87 technology teacher educators, 10 technologists and 10 technicians from Federal Colleges of Education (Technical) Bichi, Kano who were all selected as respondents. The instrument for data collection was a selfdesigned structured questionnaire. The data for the research was analyzed using mean and standard deviation. It was discovered that combining the Language of the Immediate Community with English in technology education instruction will not only improve the quality of its delivery but will also empower the products with ample opportunity for easy technology transfer between them and the semi-skilled practitioners both when in school and after graduation. It was recommended among others that technology teacher educators should make skillful use of bilingual education approach in their instruction delivery for optimal output.