Teachers’ Perception of the Role of Indigenous Languages for Culture Preservation and Improved Teaching and Learning in Kwara State, Nigeria

Abstract

This study explored on the role of indigenous languages towards culture preservation and improved teaching and learning in Nigeria, using the descriptive survey design. The sample size was 266 out of 5,393 primary school teachers who were randomly selected from a selected state. The study used a questionnaire as source of data from the field. Data was analyzed using mean scores and standard deviations. A negative perception of teachers was indicated if the weighted mean was between 1.00 and 2.49 while a positive perception was indicated if it fell between 2.50 and 4.00. The study revealed that teachers considered indigenous languages as a powerful tool for culture preservation. They also held the view that indigenous languages support effective teaching and learning as when the indigenous languages are used in teaching and learning, learners are more likely to have a better and deeper understanding of what is taught than when foreign languages are used in the teaching and learning process. The study recommends that stakeholders need to encourage and support the usage of indigenous languages in Nigeria for the sake of culture preservation and effective learning in schools. Parents should strengthen the use of indigenous languages at home places for culture preservation and effective learning in schools to be realized. Finally, the government should put in place mechanisms that would enforce language policy guidelines that favor the use of indigenous languages in school settings.