The impact of parental language attitudes on bilingual language acquisition in Tiv households
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Background of the Study
Parental language attitudes play a pivotal role in shaping bilingual language acquisition in children. In Tiv households, where indigenous language practices intersect with modern educational demands, parents’ perceptions of language value significantly influence how children acquire and develop proficiency in both their native Tiv language and additional languages. These attitudes may range from active encouragement of the Tiv language to a preference for dominant global languages, often driven by economic and educational aspirations (Adegbite, 2023). Positive parental attitudes typically result in richer language input, greater frequency of native language use, and deliberate efforts to nurture bilingual competence. Conversely, ambivalent or negative attitudes can lead to reduced linguistic interactions in the heritage language, potentially causing attrition and imbalanced bilingual development (Udo, 2024). In Tiv households, everyday practices—such as storytelling, routine conversations, and media consumption—are heavily influenced by parental beliefs. This environment not only affects vocabulary acquisition and grammatical development but also shapes cultural identity and intergenerational language transmission. The interplay between parental attitudes and language practices is therefore critical for understanding bilingual outcomes. This study seeks to critically examine the impact of parental language attitudes on bilingual acquisition among Tiv children, with an emphasis on identifying effective strategies to harmonize home language practices and support balanced bilingual development (Adegbite, 2023; Udo, 2024; Okonkwo, 2025).
Statement of the Problem
Despite recognition of the vital role parental attitudes play in language development, many Tiv households exhibit conflicting practices that hinder balanced bilingual acquisition. Some parents prioritize global language skills for socioeconomic benefits while neglecting the maintenance of the native language, resulting in inconsistent exposure for children (Adegbite, 2023). This inconsistency creates disparities in language proficiency and may erode cultural identity over time. Educators report challenges in addressing these imbalances due to the lack of unified language practices within the home. The limited research on how parental attitudes directly affect bilingual outcomes further complicates the development of effective interventions (Udo, 2024). Therefore, this study aims to investigate the correlation between parental language attitudes and bilingual acquisition in Tiv households, seeking to provide practical recommendations to support harmonized language development (Okonkwo, 2025).
Objectives of the Study:
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To investigate the influence of parental language attitudes on children’s bilingual language acquisition.
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To examine the relationship between home language practices and bilingual proficiency.
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To recommend strategies for aligning parental attitudes with effective bilingual development.
Research Questions:
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How do parental language attitudes influence bilingual acquisition in Tiv households?
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What is the relationship between home language practices and children’s language proficiency?
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What interventions can support positive parental attitudes to enhance bilingual development?
Significance of the Study
This study is significant as it explores the fundamental role of parental language attitudes in shaping bilingual acquisition in Tiv households. Its findings will contribute to a deeper understanding of how home language environments affect language proficiency and cultural identity. By providing actionable insights, the study aims to guide educators, policymakers, and families in fostering effective bilingual practices that support balanced language development and cultural preservation (Adegbite, 2023; Udo, 2024).
Scope and Limitations of the Study:
The study is limited to investigating the impact of parental language attitudes on bilingual language acquisition in Tiv households, excluding influences such as peer interaction or institutional language policies.
Definitions of Terms:
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Parental Language Attitudes: Beliefs and perceptions held by parents regarding the value and use of different languages.
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Bilingual Language Acquisition: The process of acquiring proficiency in two languages simultaneously.
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Tiv Households: Family environments in which the Tiv language is used as a primary mode of communication.
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