The impact of school language policies on Igbo language acquisition in Enugu
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Background of the study
School language policies play a fundamental role in shaping the linguistic competencies of learners, particularly in regions where indigenous languages are at risk of marginalization. In Enugu, Igbo language acquisition has become a focal point of educational policy as efforts are made to integrate indigenous language instruction into school curricula. These policies are designed to promote bilingualism and enhance cultural identity while ensuring that learners develop proficiency in both their mother tongue and national languages (Okoro, 2023). Educational reforms have led to the introduction of structured Igbo language programs in primary and secondary schools, supported by curriculum reforms and teacher training initiatives (Ike, 2024). The evolution of these policies reflects a broader commitment to cultural preservation and academic excellence, yet challenges remain in terms of policy consistency and resource allocation. This study explores the dynamics of school language policies in Enugu, investigating how these measures affect the acquisition of Igbo among students. It examines both the successes of policy implementation and the obstacles that hinder effective language instruction, thereby offering insights into future policy enhancements (Eze, 2023; Nwosu, 2024).
Statement of the problem
Despite the introduction of school language policies aimed at promoting Igbo language acquisition in Enugu, several issues undermine their effectiveness. Inconsistencies in policy implementation, inadequate teacher training, and insufficient learning materials have resulted in suboptimal language outcomes (Okoro, 2023). Many schools face challenges in balancing the demands of a multilingual curriculum, which often leads to the marginalization of Igbo language instruction (Ike, 2024). Furthermore, the lack of systematic monitoring and evaluation mechanisms has made it difficult to assess the real impact of these policies on student language proficiency. This study seeks to identify the underlying factors contributing to these challenges and to propose targeted interventions that can bridge the gap between policy and practice (Eze, 2023).
Objectives of the study:
- To evaluate the effectiveness of school language policies on Igbo language acquisition.
- To identify challenges in policy implementation within schools.
- To recommend strategies for enhancing Igbo language instruction in Enugu.
Research questions:
- How do school language policies influence Igbo language acquisition in Enugu?
- What challenges do schools face in implementing these policies effectively?
- What strategies can improve Igbo language acquisition outcomes?
Significance of the study
This study is significant as it provides an in-depth analysis of the impact of school language policies on Igbo language acquisition in Enugu. The insights gained will benefit educators, policymakers, and curriculum developers in designing more effective language instruction strategies. By addressing the challenges and gaps in current practices, the study aims to enhance linguistic proficiency and cultural preservation among students (Okoro, 2023; Ike, 2024).
Scope and limitations of the study:
This study is limited to the impact of school language policies on Igbo language acquisition in Enugu. It focuses exclusively on formal education settings and does not address out-of-school language learning.
Definitions of terms:
- School language policies: Official guidelines governing language use in educational institutions.
- Language acquisition: The process through which individuals learn and develop proficiency in a language.
- Igbo language: The indigenous language of the Igbo people, essential to their cultural identity.
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