Evaluating the Local Language Dimensions for Effective Teaching and Learning Sustainability in the Secondary Education System in Southeast Nigeria: Results from a Small-Scale Study

Abstract

The paper reports on a pilot study conducted with private and secondary schools in the southeast region of Nigeria to establish the impact of integrating the Igbo language into the secondary education system to ensure performance and language sustainability in the region. The aim is to measure the impact of using Igbo as the language of instruction combined with English language on academic performances and the perceived benefits, challenges and policy implications. The study, involving teachers and students drawn from two private and public secondary schools, employed a combination of quasi-experimental and survey methods for quantitative data collection. A performance assessment test of the students on Civic Education, a core subject in the Nigerian secondary education curriculum, revealed improved academic performances after adjusting for the effect of type of school and sex of students. Students taught with Igbo as the language of instruction supported with English performed better compared to those taught with English. The perceived benefits border on effective cognitive development, reducing learning poverty and strengthening of social relationships. However, the perceived challenges of suitably qualified teachers, infrastructure and suitable instructional materials will hinder effective implementation and transition. Careful planning and strategies will enhance the effective integration process.