Indigenous Languages in Pre-Primary and Primary Schools: Relevance, Challenges and Remedies
Abstract
This study examined how the goal of the National Policy on Education in Nigeria in using indigenous languages at the pre-primary and primary level of education in Ikere local government area, Ekiti State, Nigeria could be achieved in our society. Two research questions were raised and answered. A total of 2400 pupils and 60 teachers were involved while data were collected using classrooms observation, chart and questionnaire. Frequency counts and simple percentage were used in data analysis. Findings reveal that pedagogical practices in schools are at variance with the policy provisions. It is therefore recommended that the policy be fully implemented to maximum learning at this level of education.
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