PROBLEMS FACING TEACHING ANF LEARNING OF YORUBA LANGUAGE IN

SECONDARY SCHOOLS IN ONDO WEST LOCAL GOVERNMENT AREA OF ONDO

STATE

BY

ADAMOLEKUN BOLANLE OLUBUNMI

YOR/18/0007/PT

A PROJECT WORK SUBMITTED TO THE DIRECTORIATE OF CONTINUING

EDUCATION AND PART TIME STUDIES, DEPARTMENT OF YORUBA, ADEYEMI
COLLEGE OF EDUCATION ONDO.

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF

BACHELOR OF ART IN EDUCATION (BA. ED) IN YORUBA EDUCATION OF
OBAFEMI AWOLOWO UNIVERSITY, ILE-IFE, OSUN STATE, NIGERIA

SEPTEMBER, 2022

1
 CERTIFICATION
This is to certify that this research work was carried out by Adamolekun Bolanle Olubunmi with
Matriculation YOR/18/0007/PT in the Department of Yoruba Studies, Adeyemi College of
Education, Ondo.

__________________ __________________
Mrs E.O. Omotoyinbo Date
Project Supervisor

2
 DEDICATION

This project is dedicated to God Almighty for the support and for seeing me throughout

my course of study in Adeyemi College of Education, Ondo, and to my husband Mr

Ademolekun Bunmi, and to my lovely children.

3
 ACKNOWLEDGMENTS

My praises, gratitude and adoration goes to God Almighty for his infinite mercies and
protection during the period of this study

My appreciation goes to my supervisor, Dr. (Mrs) Omotoyinbo for painstakingly reading

through this research work. I also want to express my appreciation to all the lecturers in my.

I want to appreciate my husband, Mr Ademolekun Bunmi for your care and support
morally, understanding, spiritually and financially throughout the period of study. May you live
long to eat the fruits of your labour in Jesus name (Amen).

4
 ABSTRACT

This study surveys the problem facing teaching and learning of Yoruba Language in Ondo West
Local Government Area of Ondo State. The sample for the study consists of 100 students
randomly selected from five secondary schools in Ondo West Local Government Area of Ondo
state. The instrument used for the study was a questionnaire which was answered by the
students. The result was tested using simple percentage, mean and standard deviation. The
findings of the study revealed that lackadaisical attitude on the part of the government is
constituting a big challenge in the teaching and learning of Yoruba language by not making
Yoruba language a language of instruction in Nigerian schools. Non-availability of learning
facilities is also affecting the teaching and laming of Yoruba language. Above all, our basic
education system ought to be designed with our mother tongue. The study recommended that
government should incorporate indigenous language (Yoruba language) as the medium of
instruction in Ondo state schools and in all Yoruba speaking states. Yoruba language should be
developed in such i way that it can be used to express mathematics and science subjects. Yoruba
language or any of the Nigerian languages should not be categorized as vernacular in school

5
 TABLE OF CONTENT

Contents
CERTIFICATION.......................................................................................................................................2
DEDICATION............................................................................................................................................3
ACKNOWLEDGMENTS...........................................................................................................................4
TABLE OF CONTENT...............................................................................................................................6
CHAPTER ONE..........................................................................................................................................8
INTRODUCTION.......................................................................................................................................8
1.1 Background of the study..............................................................................................................8
1.2 Statement of the Problem..........................................................................................................10
1.3 Purpose of the study...................................................................................................................10
1.4 Significance of the study............................................................................................................10
1.5 Research Questions....................................................................................................................11
1.6 Delimitation of the study...........................................................................................................11
1.7 Definition of Terms...................................................................................................................11
CHAPTER TWO.......................................................................................................................................13
LITERATURE REVIEW..........................................................................................................................13
2.1 Empirical Reviews of Language................................................................................................13
2.2 The concept of teaching and learning........................................................................................15
2.3 Mother Tongue Background......................................................................................................18
2.4 Yoruba as a language.................................................................................................................24
2.5 The use of Yoruba as a medium of Instruction..........................................................................26
2.6 Problems of Teaching and learning Yoruba Language..............................................................26
2.7 Summary...................................................................................................................................27
CHAPTER THREE...................................................................................................................................28
METHODOLOGY....................................................................................................................................28
3.1 Research Design........................................................................................................................28
3.2 Population of the Study..............................................................................................................28
3.3 Sample and Sampling Techniques.............................................................................................28

6
 3.4 Research Questionnaire.............................................................................................................28
3.5 Validity of the Questionnaire.....................................................................................................29
3.6 Reliability of the Instrument......................................................................................................29
3.7 Procedure for Questionnaire Administration.............................................................................29
3.8 Method of Data Analysis...........................................................................................................29
CHAPTER FOUR.....................................................................................................................................30
DATA ANALYSIS AND DISCUSSION OF RESULT............................................................................30
Demographic Information of Respondents............................................................................................30
CHAPTER FIVE.......................................................................................................................................37
SUMMARY, CONCLUSION AND RECOMMENDATIONS.................................................................37
5.1 Summary...................................................................................................................................37
5.2 Conclusion.................................................................................................................................37
5.3 Recommendations......................................................................................................................38
REFERENCE............................................................................................................................................39
APPENDIX...............................................................................................................................................40

7
 CHAPTER ONE

INTRODUCTION
1.1 Background of the study
Language is the most important evaluation that has happened to mankind. This is because it is
central and pervasive in human though and it helps a person to know and understand what is in
the mind of the other person. Adesuyan (2004) opines that all human problems could be solved
by proper utilization of language and that the actual role of language can be appreciated and
considered against various human endeavors in order to achieve concrete nationally meaningful
development. This is why today the level of man’s civilization has been as a result of his
possession of a language.

Furthermore, it is language that distinguish man from other member of Animal Kingdom Hall
(1968) opines that language is an institution through which human beings communicate and
interact with one another by means of communication and self-expression. A prominent
characteristic of language involves the relation of the linguistic Signs and its meaning in arbitrary
manner. Language could be used to discuss a wide range of topics, the characteristics that
distinguished it from animal sounds. This is because of his unique possession of the language has
made man to develop progressively over time.

The possession on language is more than any other attribute that distinguishes man from animals
to understand the language man’s humanity, one must understand language which is their source
of human life and power. Language is therefore a system by which sounds and meaning are
related and its essential for all learning as a vehicle of communication.

Crystal (1987), describes mother tongue as, the immediate language acquired when a child is
born, which he comes in contact with in communication with his immediate environments’
mother tongue is an ancestral property determined for a child by patrilineal ancestry, the mother
tongue the channel through which people first attempt to express their idea about themselves and
the world around them. The teaching and learning of mother tongue (Yoruba) as a language in
Nigeria and as a foreign language in Britain, United State of America (U.S.A), Germany, many
other countries all over Europe and the world has extended the frontiers of knowledge in

8
teaching and learning of Yoruba language. Many people in Nigerian and in the above named
countries all over the world are interested in knowing the spoken form of Yoruba as mother
tongue, its literature and its culture.

The Federal government of Nigeria’s Policy on the teaching and learning of mother tongue
( Yoruba)language in education is to see that people in Nigeria live in harmony as one sovereign
Nationals founded on the principles not freedom equality and justice with other ethics groups;
Guardians page 5 of August (2000) . Government also, in the National Policy on Education
(N.P.E), stressed the importance of language as a means of promoting social interaction and
National cohesion and presenting culture. Therefore, every child in Nigeria shall learn the
language of the immediate environment. In the National Policy on Education (1998); paragraph
(4c) under preprimary education, it states that he medium of instruction must principally be the
mother tongue or the language of the immediate community, so as to;

1. Develop the orthography of many more Nigerian languages

2. Produce textbooks in Nigeria languages

Therefore, effective Yoruba language teaching in Junior secondary schools today is inevitable as
being revealed by the National Policy on Education that Yoruba language remains the
undeniable cornerstone of good students’ academic performance in other subjects offered in
schools; in respect of any subjects, be it science, social science, arts or vocational apart from
being a core subject on its own, it is also the medium of instruction for other subjects. Yoruba
language as a medium of instruction is essential in promoting good skills for further learning as a
native language, is the basis for thinking. This ascension has given Yoruba language a central
role to play in education. In addition in the interest of national unity, it is expedient that every
child shall be required to learn one of the three major Nigeria languages Hausa, Igbo and
Yoruba.

National policy of education (N.P.E 2004) view that every child being require to learn | either
Hausa, Igbo or Yoruba is a laudable policy statement by the government in its effort to see that
those languages are taught for a long period in their mother language and did most of their
normal academic and cognitive instructions in that language will | have a greater opportunity to
learn other subjects and the second language. Being educated in the first language (mother

9
tongue) develops literacy abilities leaf to better academic achievement in the home language as
well as concrete and rewarding learning and results in all other subjects including the second
language

Though it is noted that the importance of knowledge of English language in educating children
cannot be over emphasised in Nigeria but there is need to pay much attention to the children's
mother tongue. This project will examine the global approach to the teaching and learning of
Yoruba as a language in secondary schools and the problems and prospects of the teaching of the
language in Nigeria.

1.2 Statement of the Problem

In the recent times, the rate of which Nigeria secondary school students fail Yoruba language is
alarming and it has been observed over the years that there are some factors that are most likely
to be responsible for the problems facing teaching and learning of Yoruba language. Despite the
fact that many scholars have written problems facing the teaching and learning of Yoruba
language as mother tongue, the view was therefore sub-divided into two major headings.

a. Perhaps it is because of students’ attitude to the subject on government policy on the

mother tongue
b. Non-availability of infrastructural material. .

Therefore, this research set out to investigate the problems facing teaching and learning
of Yoruba language using the selected schools as case study.

1.3 Purpose of the study

The study is aimed to investigated and diagnose the varying problems militating against effective
teaching and learning of Yoruba Language in Nigeria secondary schools.

The research will also help to:

i. Determine the factors militating against the teaching and learning of Yoruba
language.
ii. Find out if non-availability of learning facilities affect the teaching and learning of
Yoruba language
iii. Proffer solution to the hindrances of teaching and learning of Yoruba language.

10
1.4 Significance of the study

It is a known fact that Yoruba language is not the only core subject in the secondary school
curriculum but also a medium of instruction. It is hoped that the utcome of this study would be
useful to the students as they would stimulated and also have interest in the subject. They would
see the reason why they should be reason why they should be serious in their study of Yoruba
Language. The parents and guardians would see the reason why assistance should be given to
their children outside the school materials should be provided for them. They would also see the
need for their wards to speak the language.

The government and policy workers would be guided as to the programme to put in place
in order to achieve the stated objectives. The study would help secondary school teachers in
updating their knowledge and improving their methods of teaching with the use of appropriate
teaching materials

1.5 Research Questions

1. What are the factors militating against the teaching and learning of Yoruba language?

2. How does non-availability of learning facilities affect teaching and learning of Yoruba
language?

3. What are the solutions to such hindrances of teaching and learning of Yoruba language?

1.6 Delimitation of the study

The research is restricted to five randomly selected secondary schools in Ondo West Local
Government Area of Ondo State. Ondo Boys High School, Ondo Saint Monica’s Grammar
School, Ondo, Saint James Grammar School, Ondo. These are the secondary schools in Ondo
West Local Government Area of Ondo State within the limited *time scheduled for this study.
Hence, the study is limited to just five selected secondary school in Ondo West Local
Government Area of Ondo State which serves as a case study facing teaching and learning of
Yoruba as mother language in Ondo West Local Government.

11
1.7 Definition of Terms
Mother Tongue: Mother language is a language which a group of people considered to be
inhabitants acquire in their early years and which become their natural instrument of thought and
communication

Language: language is a method of human communication either spoken or written consisting of

the use of words in a structured and conventional way.

Teaching: This is the system of imparting knowledge to the student

Learning: it is acquiring of a skill in something through study or experience.

School: Is any institution at which instruction given in a particular discipline.

Secondary School: It is relating to education for children from the age of eleven to sixteen or
eighteen

Problem: it is an unwelcomed or harmful matter needing to dealt with and overcome

12
 CHAPTER TWO

LITERATURE REVIEW
Introduction

This chapter presents problem facing teacning and learning of yoruba language in secondary
schools as reviewed by many researchers in Nigeria

2.1 Empirical Reviews of Language

Language is unique creation of man and for cultural preservation of sound stung together to
become words and phrase and finally to sentences. Every creature on the earth procures sounds
like birds and other animal but their sound have no meaning. It is the menaing of human sound
that differentiate it from that of animal.

Wikipedia (retrieved 2015) that language is a structural system of communication. The structure
of a language is its grammar and the free components are its vocabulary. Languages are the
primary means of communication of human and can be conveyed through speech, sign, or
writing. Human languages have the properties of productivity and displacement and rely on
social convention and learning. National languages are spoken, signed or both however, any
language can be encoded into secondary media using auditory visual or tactic stimuli for
example, writing, whistling, singing or braille. In other word human language is modality
independent, but written or signed language is the way of inscribe or encode the natural human
speech or gesture.

Basically, language has pattern, which enable man to communicate, organize his thought and
transfer such thoughts or ideas beyond himself. It occupies a strategic position in all human
affairs position in all human affairs as it is the vehicle that conveys facts. Concept and a host of
others, the number language in the world vary between 5,000 and 7,000.

Language is an artificial and consciously organized method of control by the use of symbol the
users (Wikipedia, 2014) see language as the ability to acquire and use complex system of
communication, particularly the human ability to do so and a language is any specific example to
such a system.

13
Philosophers like Gorgias, plato in ancient Greece Rousseau have argued that “language
originated from emotion, while other such as Kairt have held that it originated from rational and
logical thought”. According to Aristotle speech is the representation of the experience of the
mind. Language is a speech sound produced bybhuman beings to express their ideas, emotions
thoughts desires and feelings.

Derbyshire (2018) says the language is undoubtedly a kind of communication among human
beings it consists primarily a vocal sounds, articulatory, systematic, symbolic and arbitrary. This
definition of Derbyshire clearly utters, language as the best source of communication, and it also
portrays how many human language is formed and the fundamental principles of language.

Noam Chomsky (2000) says ‘the language is the inherent capability of nature speakers to
understand and farm grammatical sentences. A language is a set of (finite or infinite sentences,
each finite length constructed out of limited set of elements. This definition considered sentences
as the basis of a language. Sentences may be limited or unlimited and are made up of any minor
components.

According to Laugh (1997) language is the cement of society which allows individuals, to tell
the truth or to lies. It would be impossible for human beings to live together in an organized
society without language. For Sapir (1970), language is a purely human and man instinctive
method of communicating ideas, emotions and desire by means of a system of which voluntary
produced symbols it is the tools of significant experience.

Robins (1971) also defines language as system of arbitrary vocal system by means of which a
social group cooperate in this light language is the most vehicle of a people’s culture the most
distinctive of all the traits which separate human beings from any other being conceivable.

Ormrod (1995) defines language as verbal physical, biological innate and a basic form of
communication. As behaviourist, he says the language is all earned behaviour involving stimulus
and a response language is a verbal behaviour which includes gesture and body movements as
well as spoken words. In general, there are some basic function that language performs for both
individual and the society such as:

14
 1. Language functions as a vehicle of transmitting mean’s societal values from the older to
the younger generation so as to succeed in perpetuating the particular culture of the
society.
2. It plays an immense role in the transmission of knowledge whether it is done orally or in
written from language is directly involved.
3. Language is a means of communication which helps man in transferring messages and
information, to exchange ideal, thoughts and feeling with his fellow men.
4. Language is a tool for exploration and analysis of concepts and their processes.
5. Language promotes the advancement of science and technology
6. It portrays what is known as phatic communication i.e it maintains social relationship

Language has been a very important instrument in education both in the past and in the present
and will also continue to be in the future because of its relevance to man and his society.
Language has been described in various ways by various people.

Anagbogu, Mbah and Eme (2001), define language thus, language is a means which human
beings have devised for communicating ideas, feelings emotions, desires etc through complex
vocal or written symbols. Language is a way of understanding man and his society and of
resolving some of the problems and tensions that arise from interaction, language is very
important in education because no form of teaching and learning can take place without it.

Grant (1973) is right when she observed that every lesson is a language lesson. This is because in
the course of teaching and learning, we can face to face with language as the measure instrument
used in the transfer of knowledge no matter the discipline of study. Federal republic of Nigeria
(FRN, 2014) state that Government appreciates the importance of language as a means of
promoting social interaction and national cohesion and preserving culture. This means that
government is also aware that we cannot exist without language.

2.2 The concept of teaching and learning

Oxford dictionary (2000) described teaching as the act of putting knowledge information such as
fat or principle by examples or experience. In other words, it can also be defined as a way of
giving instruction to somebody; cause someone to know or to be able to do something, giving
instruction skill to someone.

15
It should be noted from the above description or definition that teaching is source from which
instruction is dissemination to the learner who is the concentration is the medium through which
the message or the instruction or information is passed from the teacher (the decoder to the
learners). A thorough and critical exploration of aforementioned analysis would show that
defective or ineffective teaching would not enhance effective learning since there was defect in
the information formation form the source in accordance with the above explanation the quality
of any instruction and learning will depend very much on the ways teachers and students
communicate with each other on the above goals as the learning progresses.

Not all tutors are able to willing to attempts to work for continuous, cooperative endeavored with
a pupils many referring to invoked there authority of their supervisors knowledge of the power of
their allotted positions to the power of their allotted position to impose theur own choice of the
means of instruction, whether or not the pupils find it useful. While a very confirming or
obliging learner might accept such as imposition, many have personalities or attitude that prevent
full acceptance and their objection may interfere with their learning.

This shows that teaching cannot occur without learning. Therefore, the teachers and the students
should co-operate and continue effectively with each other for effective teaching and learning.

Types of approaches to teaching , namely:

 The productive language teaching

 The prescriptive language teacning and
 The descriptive language teaching

The productive is the teaching of new skills which include the greater part of foreign language
teaching and certain aspects of native language teaching of which is perhaps the obvious.

The prescriptive language is the interference with existing one pattern of activity already
successful acquired by another, it is this restricted to native language.

Descriptive language teaching is the demonstrative of how language works this involves talking
about training to alter then but showing how they used.

16
Learning is the organization of behaviour as a result of individual experience it is when organism
can perceive and change their behaviour. The prescriptive language is the interference with
existing one pattern of activitiy already successfully acquired by another, it is this restricted to
native language. Descriptive language teaching is the demonstration of how language works.
This involves talking about training to ulter them but showing how they were used.

Learning is the organization of behaviours as a result to individual experience.. it is whne

organism can perceive and change their behaviour that they are used to learn. It has often been
said that learning is general and adaptive and it manifest itself by adaptive changes in individual
behaviours as a result of experience.

Education can be defined as the process of imparting and acquisition of knowledge through
teaching and learning especially at a formal setting such as schools or similar Institutions (Alao,
1997). Thus, education can be perceived as a process whereby a person learns how to learn.

Dale (1969) defined teaching as a purposeful activity aimed at imparting definite knowledge into
one or more recipient(s) called learner(s). While on the other hand, as defined by Alao (1997), it
is a permanent change in behaviour due to experience. Learning does not take place in isolation;
teaching and learning go hand in hand. Learning is determined by the teaching activity. It then
implies what is taught (that is the content) and how it is being taught matters.

Farant (1964),defines learning as a process by which individuals acquire and retain attitudes,
knowledge, understanding, skills and capabilities that cannot be attribute to inherited behaviour,
patterns or physical growth. The knowledge and skills acquired through learning are best
achieved, where learning resources or instructional materials are available, adequate, appropriate
and effectively utilized for maximum productivity.

In the teaching – learning process, the followings are the essential factors that characterize the
process (They are not to be discussed in details since that is not our focus).

• The Teacher
• The learner(s)
• The content learned- usually called the curriculum and
• The learning situation\environment - usually called the classroom in a

17
 formal setting.

Attention shall henceforth be placed on the aforementioned 4 points with the centre focus
revolving round the teaching and learning in the indigenous language of Yoruba.

2.3 Mother Tongue Background

Mother tongue is the language which a group of people considered to be the inhabitants
of an area, acquire in their early years and which normally becomes their natural instrument of
thought and communication (Awoniyi 27). Bamisaye supports this view when he states that “first
language or mother tongue (LI/MT) is the first language a child picks up. It is not learnt but
acquired. It is the language that encodes early concepts of the child. Mother tongue speakers are
regarded as ‘A’ speaker of that very language (23). It is also seen as “one’s native language”
(The Webster’s Comprehensive Dictionary of the English language 830).

Mother tongue instruction in the first years of schooling has been lauded as beneficial in
using and understanding the classroom context. Dutcher (2003) argues that children who begin
their education with mother tongue as the language of instruction perform better that those who
begin their schooling in another language other than the indigenous one. Explaining further,
Dutcher (2003) mentions that academic achievement can be attained when mother tongue is used
as a basis for learning additional languages. The successful use of mother tongue instruction in
the classroom depends on the teachers and the support they receive from other stakeholders
within and outside the education system (Chilora and Harris 2001). Teachers played significant
roles in the implementation of both mother tongue instruction policy and other educational
reforms at the classroom level (Littlewood 1981; Wright 1987). Discussion on the use of the
mother tongue as a veritable instrument for teaching and learning in schools was espoused by
Ross (2004) and Fafunwa (1977) when he mentioned that mother tongue education develops the
cognitive, affective and psychomotor development of learners in class.

Teaching in a child's mother tongue, however, means that the learning of new concepts in
the mother tongue must not be delayed until learners are well grounded in the second language.
Hence, teachers and learners should be able to negotiate meanings together, and thus competency
in the second language is gained through interaction rather than memorization and rote learning
Gacheche, (2010). Learners who understand the language they are instructed in are more likely

18
to engage meaningfully with content, question what they do not understand and even enjoy the
challenge of new things. Learners need to be taught for a longer period for them to be able to
comprehend well in a second language and able to perform rigorous academic tasks. However,
requiring learners to transit quickly to education in a second or foreign language can be harmful
to their literacy achievement and academic outcomes (Benson, 2004). Wigglesworth and
Simpson, (2008) affirm that a learner's initial acquisition of language is vital to his learning how
to think, hence when an education system imposes a foreign language on learners, disregarding
their initial contact with language and pattern of processing new information, it inhibits their
development of cognitive function. Mother tongue education allows learners to express
themselves, contribute to discussions and develop their intellectual capabilities as conversations
are carried out in a familiar language in classroom. This assists learners to keep up with what is
going on around them Benson, (2004)

Afolayan, (1999) affirms that maintaining first language literacy has been associated with
better overall academic performance and mastery of English. Brock-Utne and Alidou, (2005)
explain that mother tongue education promotes meaningful teaching of the foreign language in
schools. Linguistic expertise acquired over a certain period in the first language can be
transferred to the second language to aid development of such skills in the language. This has a
positive effect on the linguistic growth and competence of the learners in a second language
(Lanauze and Snow, 2004).

Cummins, (2006) asserts that children's home and cultural background can be used as a
basis for formal learning in class. This experience must be used by the teacher to establish a long
lasting linguistic comprehension in class and should not be treated with levity. It should be noted
that the child as an entity, possesses the right to display his/her academic prowess within the
classroom. Cummins, (2001) notes that rejecting the learners' based on the language that they
speak or bring from home is to reject the learners as a whole. Therefore, teachers should try to
bridge the gap between the learners' identities, which are related to their home language and the
school tradition.

Lao's, (2004) study of English-Chinese bilingual preschoolers evaluates the significant

contributions of parents' home language behaviour in enhancing preschool learners' first
language development. She argues that mother tongue development cannot be attained by

19
children without the influence and contributions from the parents. To encourage parents' to be
involved in the learning and development of their children's mother tongue and literacy skills,
she recommends a child friendly environment in the home and proper guidance from parents and
their collaboration with schools; support for parents who need to improve their own oral
language skills in their first language. Children's opportunities to excel in a social context are
determined by the similarities and differences between home and school linguistic practices
(Carrington and Luke, 2002).

Despite government statement on the use of mother tongue as a means of instruction, in

recognition of its roles in quality education delivery, this researcher opines that the government
is yet to be serious with it. This is due to many reasons among which are the inability of the
government to write the curriculum that is to be implemented by teachers via mother tongue in
mother tongue, failure of the government to develop and engage competent teachers of mother
tongue, non-provision of textbooks, failure of the government to monitor the implementation
process, perception and attitude of teacher and so on. To investigate the extent to which two of
these factors (that is, awareness and attitude) influence its implementation, this study emanated.
This researcher however selected private primary schools as case study because, as Makinde
(2003) posits, it is a common practice in private primary schools to see teachers teach learners in
English as a language of instruction. English is sometimes made compulsory by the owners of
such private schools in order to meet the existing class distinction being created by the older
established schools. This study therefore investigates how aware the head teachers of such
schools are on the mother tongue policy and their attitude towards its implementation.

In the late 1950s, fafunwa recalled the periods when his father worked with the Nigeria Railways
as illiterate technician, developed the habit of ‘Yorubanized’ words of technician terms such as:

Kopulu for couple

Boila for Boiler

Wosa for washer

Buraketi for bracket and so on.

20
 In 1963 in Igbo land where fafunwa was observing the teaching of native study in
primary (iv) a class of 10 years old pupils. The teacher had a colourful picture on the wall
showng different animals and vegetation. He wanted the children to describe what was in the
picture, several hands were up. However, when the teacher indicated that he wanted the answers
in English, all hands went down, this painful situation led Fafunwa to emphasize the teaching of
Yoruba language and any mother tongue in school in the year (1970) and mother tongue to be a
medium of instruction in teaching the primary school curriculum and was published in National
Policy on Education (1977). Fafunwa was awarded in 1993 by join Czech ministry of Education
and UNESCO as one out of the ten lancreates from all geographical region of the world as an
achiever in the field of education research and innovation.

Mother tongue

Mother tongue is the language in which a child grows to express him/herself or the
language of one’s parent which a child will have a good command due to biological relation
between the child and his/her parents. Gupta (1997) links the mother-tongue to a person’s early
experiences, defining it as a language learnt before any other language has been learnt. Mother
tongue can also be described as the language a person acquires from birth and this can be
regarded as the language a child acquires first and in which he/she establishes the first verbal
contact.

Hence the mother tongue of a pre-school child will be a language the child speaks
because it is the first language acquired in childhood (British Columbia Census fast facts, 1996).
Mother tongue is an ancestral property determined for a child by partrilineal ancestry. UNESCO
(1953), defines the mother tongue as the language a child acquires from birth and which becomes
his/her natural tool of linguistic interaction.

Knowing fully that language varies in nature, but serves as a the cord of unity and
togetherness, which binds a nation together in oneness. It links every inhabitants with one
another. It is a medium with which education in fostered among the three tribes in Nigeria. i.e.
Hausa, igbo and Yoruba. According to Oxford advanced dictionary (2002), mother tongue
belong to a particular rather than coming from somewhere else mother tongue are native to the
environment in which they are spoken (Oladotun, 2010).

21
Romaine (1995) and Baker (2001) view mother tongue from genetically respective thus “mother
tongue is regarded as the language that the mother of other caretakers expose the child to right
from birth through is the language that speaker acquire first and he is competent in it. And from a
functional perspective, the mother tongue is the language that a speaker knows best and which is
identified with.

Sally (2008) describes the mother tongue as the language a child acquire and used in
communication with the surroundings. He affirms that a child is the produce of a family, whether
immediate or extended and the child acquired the language of the surrounding where he is
brought up for the language of the immediate environment which automatically becomes his
mother tongue. Therefore, a child acquires the mother tongue automatically and naturally from
the speaker within his environment. It was affirmed that the first language the mother tongue and
the native are common terms for the language that a person acquires first in his childhood
because it is spoken among the family members and it is also the language spoken within the
country where the child lives. It is importance to know that mother tongue is a springboard for
leaning a second and very crucial to all form of transmission of knowledge, valve and
socialization processes language is an essential tool in the education of the child and achieving
better understanding in a class depends on the language of instruction used by the teacher.

Onikoyi(2011). Affirms that Nigerian child in forced to that in English Language other
than in Hausa, Igbo, Yoruba and other local language the child finds, had to assimilate
instruction easily build effectively. In it manual dexterity Western Europe and major part of the
east precisely in japan, China, Brazil and many progressive countries around the world, drawn
their curriculum in their mother tongue and basic education is equally taught in the mother
tongue including researches have concurred to the use of mother tongue in teaching the child at
early age as was once noted by Fafunwa that teaching children in their native language helps to
rapidly uncover the child’s innate talent and abilities discourage drop outs and boast self –
esteem. It is the culmination intrinsic motivation which makes education a worthwhile
experience. Onikoyi(2011) affirms that our education system would best to meet the nation
demands if it education system could recognize the ting point that is; recognition that our local
culture heritage and language cannot be superseded the another culture or language in our own
learning curriculum.

22
 Obviously, It is the strong acknowledgement that our heritage tradition, native science,
literature, Culture and Others are best learned in our own natural way the starting points is the
appreciation that spontaneous flexibility. Curiously and manipulative ability can all be the best
develop amongst our kids if our basic education system is designed with our mother tongue in
mind.

Kathleen (2009) reveals that, babies (infants) cry in their mother tongue in a bid to
imitate their mother tongue from the womb. They adopt her melodies, intonation, sounds and
sensitivities. The spectacular aspect of this finding is that not only are infants capable of
producing various cry melodies pattern that are typical for the ambient language they have heard
during their foetal life.

Therefore, learning is natural method through instinct and instructions from infant, a
childhood should therefore be extended to the pre-elementary and primary schools simply
because it will encourage child to learn naturally, spontaneously and explicitly. Munzall (2013)
called on Nigeria Linguistics to actively campaign for the use of mother tongue or its equivalent
as a medium of instruction for at least the nine (9) years of basic education. He suggested that
English should be introduced as a subject from the fourth year of primary school of our
education system and languages including the compilation of dictionaries. And grammars and
the development of appropriate technical vocabulary and literature and assist to prepare eligible
candidate for admission into the university. Munzail (2013), association for the development of
education in Africa (ADEA) and the UNESCO institute for education, entitled; stock taking
research on mother tongue and bilingual English in sub-saharan Africa confirmed that learning is
better in the mother tongue or its equivalent.

The Ile-Ife six Yoruba medium primary education project candidate by Fafunwa proofs
the effectiveness performance of the pupils in using the mother tongue (Yoruba) as medium of
instruction. The project hypothesized that children who graduate after six year which used
Yoruba as its main language would build very effective cognitive social and linguistic ability
through the use of their mother tongue that other who have been taught in English. The
experimental group were taught all subject in Yoruba language ad all instruction passed across in
last three (3) years both the controlled group who were taught in English throughout and the

23
experimental group sat for the same common entrance examination overwhelming, the results
that pupils in the experimental group.

This implies that mother tongue plays a huge role in learning and comprehension than
English or any borrowed languages. The linguistics deficiency occasioned by the use of non-
native language as medium of instruction is at the heart of the problem of academic achievement
in Nigeria education system, pupils do not master the language that supposed to form and give
the child the basic and base knowledge of communicative teaching and conceptual skills was not
used and this shows that the language problem is partly responsible for law achievement at all
levels of education in Nigeria Munzali (2013).

Many studies have confirmed the advantages of using mother tongue as a medium of
instruction in schools (Callidou 1991, Alidou, 2004), opines that are indications that the use of
mother tongue in primary education leads to positive achievement of learners in the classroom as
well as the infusion of African Cultural valves into the form of school curricula. Brock-utne and
Alide (2005) outline the following benefits of indigenous language education to pupils.

Mother tongue education enhances the learning of mathematics and science in school.
Learning progresses from simple to complex and from the known to unknown. Studies confirm
that mother tongue education leads to better communication among teachers and learners. It
facilitate better teaching and learning, these benefits prove that the mother tongue instruments
academic achievement is very vital and must be handled effectively to promote the fallen
standard of our education system in Nigeria.

2.4 Yoruba as a language

Yoruba as a language is one of the Nigeria government is communication and as a
microns of institution, also as one of the teaching subject in Nigeria schools at all level of
education. Ajayi (1990) says that Yoruba language function as the lingua franca of the western
part of Nigeria in the sense that, it is widely spoken in some parts of Nigeria, particularly in the
west. Yoruba people guard their language jealously and would do everything possible to
maintain their pride of people as one of the few major Nigerian language and the best
documented. Adegboye (1985), says Yoruba language is gracing and it is getting wider
everyday, this implies that Yoruba language is developing, is not stagnant but it grows day-by-

24
day. Yoruba language is mostly used for everyday activities, like, social economics, religion,
politics and all other activities and programme especially in media house.

Yoruba is a total language spoken widely by thirty million people in Nigeria in the
neighbouring countries of the republic of Benin and Togo they can be found in southwest region
states of Nigeria such as Oyo, Ogun, Osun, Ondo, Lagos, Ekiti, Kogi and Kwara States. Yoruba
is a KWA language which belongs to the Yoruba group under the Niger Congo phylum. It has
three basic but significant to thing that is do (⸜); re(-), and mi (⸝). One of the effect of the large
number of Yoruba speakers and their geographic spread is the emergence of geography bund
linguistic variations.

However, Awoluyi (1998) classify Yoruba dialects into five regional grouping; suing
phonological, lexical and grammatical variations which are the hallmarks of these grouping since
there are variation the geographic dialects found in each group they are:

(i) Northwest Yoruba: they consists, lagos Awori, Egba, Ondo, Oyo, Osun, Igbomina
and Ibolo
(ii) North East Yoruba; are Yagba, Ijumu, Oworo
(iii) Central Yoruba, they are; Ife, Ijesa, Ekiti, Moba
(iv) South West Yoruba; Sabe, ketu (Anago) Ife Togo
(v) South East Yoruba: Egba, Ijebu Ilaje, Ikale, Owo, Ondo Ifon, Oba Ikare and the ‘ao’
speaks like; imeri idogun, Ido-ani, Afo, Ifira, Ipesi, Ikun etc.

A consensus standard form for writing and teaching Yoruba language however evolve
and is reconsider. This form relatively close to the (SWY) south Yoruba which is understood by
speaker of all the different dialects and it continues to serve the communicative purpose of all
speakers and generally accepted for use in teaching and learning. In the 1960s through 1970s
various orthography committees were set up by both government and academic groups to fashion
out and consider and subsequently review the standards orthography for the language.

Yoruba in one of the national language in Nigeria today, it is an honour due, in part to the socio
linguistic developments for the language in terms of its study and wage in the country. Yoruba is
being study as a course outside Nigeria in countries like Brazil, Britain etc. An American
indigene Obafemi Awolowo university Ile-Ife is a student of Yoruba language when even shows

25
kin interest in Yoruba literature (Ifa Precisely) as with many other African languages. The
earliest study of the Yoruba language was done by missionaries who were interested in
translating the scripture for evangelistic purposes. the peculiar outcome of these efforts, coupled
with the abolition of slavery was the emergence of the writing and study of the Yoruba language
and culture among settled free slaves in Sierra Leone, known as ‘AKU’ who did pioneering work
on the writing and studying of the language such that Yoruba became one of the first West
African language to have a written grammar and dictionary in 1849. Since then, work has
continue in and on the language until today, there are many grammar dictionaries and literally
texts in the language today.

2.5 The use of Yoruba as a medium of Instruction

Ojo (2006) posits that in Nigeria, of the reasons for the growth of Yoruba as a medium of
instruction is the implementation of the national language policy which requires every Nigeria
child to learn one of the three national languages, i.e. Yoruba, Hausa, or igbo in the African
diaspora. The Yoruba language is spoken and learnt as part of the African socio-cultural heritage
of the many descendants of Africans that were relocated to the new world during the slave trade
era. In Europe and the rest of the world, Yoruba is offered as part of various foreign language
educational requirements Yoruba palsy and important part in molding the child’s early concepts
the use of Yoruba as the child’s first language at school in the first three years of schooling
therefore enhances continuity in the child’s learning process and maximizes his intellectual
development (Churbaw, 1990).

To prevent poor academic achievement in class, a learner must posses a sound linguistic and
communicative ability in the language of instruction (Yoruba) in primary schools in Nigeria
(Makinde, 2004). The language of instruction should be the child’s mother tongue.

2.6 Problems of Teaching and learning Yoruba Language

Jane K. Lartec, Anastacia M. etal (2017) state that there some problems encountered by teachers
in implementing mother-tongue based instruction include absence of books written in mother
tongue, lack of vocabulary and lack of teacher-training. Nevertheless, the study indicated that
major attention and effort are still necessary to be given to the approach. The major problems of
teaching and learning of languages in African is traceable to the influence of former colonial
pioneers who after colonial after colonizing Africa and imposed their language French and

26
English which have since been the national language. Coupled with this problem is the enormous
number and variety of language spoken in Africa by comparative small groups. Despite all
efforts that had been made to extract three major languages out of the Nigerian language, none
hass been able to emerge as the national lingua franca this multilingual conflict has is no small
measure jeopardized the nation’s education. Unless something is done on time too, Nigeria will
still remain a bay in the pursuit of her educational growth (Cosuala, 2004). These are some of the
problems or constraints confronting the Nigeria native languages.

 Government lackadaisical attitudes towards indigenous (or education in general) lack of

implementation of national policy on education policy on the use of mother tongue as a
means of instruction in school as being stipulated.
 Most of the indigenous languages are not well developed in terms of orthography and
grammar.
 There are few teachers college of education where indigenous language teacher are being
trained for the programme.
 There are dearth of textbooks, teaching aids, and facilities to cope with instruction in the
various mother tongue.
 Problem of funding
 Lack of motivation to mother tongue teachers in secondary schools
 Government does not organize seminars on improved teaching and learning of mother
tongue rather seminars are done in science and computer training subjects.
 There is fear that graduate of the programme (mother tongue may be effective locally, but
kept intentionally)
 Majority of the parent and the religious leaders see the study as mother tongue especially
Yoruba language as a way of worshipping idols.
 They belief that every aspect of Yoruba language deals with idols thereby preventing
their children from having interest in the subject (Bolorunduro, 1982).

27
2.7 Summary
Literatures have been reviewed in this chapter on the problems facing the use of mother
tongue in different countries of the world such as in the Western world, Africa and in particular
Nigeria. The aspects of literature include what is mother tongue: the mother tongue background;
the mother tongue; the problems facing teaching and learning of mother tongue; the use of the
mother tongue as a medium of instruction in international context. This study was dictated by
experiences expanded in the literature. The context where mother tongue succeeds bad strong
support from the governments it will be seen in this study whether the same can be said with
Yoruba especially within the political conditions prevailing in the country.

28
 CHAPTER THREE

METHODOLOGY

This chapter deals mainly with the method used in carrying out the research. It includes

research design, population of the study, sample and sampling techniques, validity of the

instrument, reliability of the instrument, data collection and data analysis.

3.1 Research Design

The study adopted a descriptive survey research design since it attempts to describe the

characteristics of the variables of this study. Descriptive research design studies have advantages

in that they may be adopted to collect information that can be generalized from all population

and that they provide relatively simple and straight forward approach to the study.

3.2 Population of the Study

The target population comprises of some selected secondary schools in Ondo West Local

Government Area of Ondo State.

3.3 Sample and Sampling Techniques

The study adopted simple random sampling technique for selecting participants. One

hundred participants were randomly selected from secondary school within Ondo West Local

Government Area of Ondo State. .

3.4 Research Questionnaire

The instrument for data collection was a structured questionnaire titled “Challenges of

teaching and learning of Yoruba in secondary schools”. The instruments gathered all necessary

and relevant information from the respondents. The instrument was divided into two sections A

and B. Section A consists of demographic information of the respondents such as school, age

29
group, class, work of their parents, while section B consists of 20 items based on relevant

questions to gather data. The instruments to be used for the study is a four point Likert Rating

Scale to be indicated by Strongly Agreed (SA) = 4, Agreed (A) = 3, Disagreed (D) = 2 and

Strongly Disagreed (SD) = 1

3.5 Validity of the Questionnaire

The instrument was validated by the researcher’s supervisor and other experts from the

Department of Yoruba, Adeyemi College of Education, Ondo. Their suggestions and opinions

were incorporated in the final copy of the questionnaire.

3.6 Reliability of the Instrument

Test and re-test method was used to determine the reliability of the instrument. Copies of

the questionnaire were administered to 10 students from one of the selected schools. After two

weeks interval, a re-test of the instrument was carried out and the responses of the respondents

were analysed using Pearson Product Moment Correlation and 0.71 was obtained.

3.7 Procedure for Questionnaire Administration

The researcher administered the questionnaire personally to the selected respondents after

due permission from the school authorities and collected the questionnaires from the respondents

immediately after response for necessary collation.

3.8 Method of Data Analysis

The collected data from the respondents was collated and analyzed using simple

percentage, mean and standard deviation. Decision Value for mean x is 0.00 - 2.49 = Rejected, 2.50 -

4.00 = Accepted. If the mean value is less than decision value 2.50 then it is rejected but when the

mean value is greater than the decision value 2.5 then it is accepted.

30
 CHAPTER FOUR

DATA ANALYSIS AND DISCUSSION OF RESULT

This chapter presented the detailed analysis of the data gathered during the study. It

presents answers to the research questions that were asked. Analysis of findings and discussion

were based on answers to the research questions.

Demographic Information of Respondents

Table 2: Distribution of Selected Secondary Schools

S/N Name of Schools Total Number of Percentage

Students
JSS1
1. 21 21%

2. JSS2 35 35%

3. JSS3 14 14%

4. SS1 10 10%

5. SS2 20 20%

Total 100 100%

Source: Researcher’s field work, 2022

Table 2 showed the distribution of respondents based on schools. The table revealed that

21% of the respondents were students from department of JSS1, 35% were students from JSS2,

10% of the respondents were students from JSS3, 14% of the respondents were students from

SS1, while the remaining 20% of the respondents were students from SS2. The result indicates

that majority of the students (35%) who were from JSS2. Figure 1 below further presents the

result from the table in a bar chart.

31
 Series 1
35
30
25
Series 1
20
15
10
5
0
JSS1 JSS2 JSS3 SS2 SS2
Figure 1: Bar Chart showing School of Respondents

Table 3: Distribution of Respondents based on Age

Age Range Frequency Percentage

8-15years 30 30

16-20years 59 59

21 and above 11 11

Total 100 100.0

Source: Researcher’s field work, 2022

Table 3 shows that 30% of the students are between 8-15 years, 59% of the respondents are

between 16-20years while the remaining 11% of the respondents are between 21years and

above. The result indicates that majority of the students (59%) are within the age of 16-20 years.

32
 AGE

60
50
40 Series 1

30
20
10
0
15-20years 21-25year 26years

Figure 2: Bar Chart showing Age of Respondents

Table 4: Distribution of Respondents based on Gender

Gender Range Frequency Percentage

Male 42 42

Female 58 58

Total 100 100.0

Source: Researcher’s field work, 2022

Table 4 shows that 51% of the respondents are male, while the remaining 49%. Figure 3

below further presents the result from the table in a bar chart.

33
 Series 1

49
48
47
Series 1
46
45
44
43
42
41
40
Male Female
Figure 3: Bar Chart showing Age of Respondents

RESEARCH QUESTION 1: What are the factors militating against the teaching and
learning of Yoruba language?

Response on the above question are presented in table 1.

S/N ITEMS SA% A% D% SD% X TOTA

(Mean)
L%
1. Parents do not encourage the use of 64% 32% 3% 1% 2.86 100%
Yoruba language at home
2. Yoruba language is regarded as 35% 64% 0% 1% 3.02 100%
vernacular in most of the Nigerian
schools
3. Yoruba language is not a language of 70% 28% 1% 1% 2.85 100%
instruction in Nigeria
4. Yoruba language as a course of study is 35% 2% 67 1% 2.86 100%
not lucrative %

5. Parents do not speak Yoruba language 42% 34% 21 1% 3.34 100%

at home thus limits the speaking ability %

34
 of students
6. Drug users tends to have mental 47% 47% 3% 3% 100%
problems 2.69
7. Drug users are more creative and 56% 40% 4% 0% 100%
intelligent. 2.51
TOTAL 251 160 96 11 2.67 100%

From Table 6, the mean values for reasons for drug abuses ranges from 2.85 to 3.34. The

mean value of all five (5) items are above 2.50 cut-off mark, all nine items were accepted.

Findings revealed that Parents do not encourage the use of Yoruba language at home ¿ = 3.13).

The finding also shows that Yoruba language is regarded as vernacular in most of the Nigerian

schools ¿ =3.02). Result also shows that the Yoruba language is not a language of instruction in

Nigeria ¿ = 2.85). The result also shows that Yoruba language as a course of study is not

lucrative ¿ = 2.86). The Finding further revealed that Parents do not speak Yoruba language at

home thus limits the speaking ability of students ¿ = 3.34).

RESEARCH QUESTION 2: How does non-availability of learning facilities affect teaching

and learning of Yoruba language?

Responses on the above question are presented in table 2.

S/N ITEMS % % % % TOTAL

X (Mean)
%
9 There are no qualified teachers who 47% 47% 3% 3% 100%
are fluent to teach Yoruba language 2.69

10. Teachers are very selective of 56% 40% 4% 0% 100%

certain knowledge in teaching of 2.51
Yoruba thereby declining the
interest of students
11. There is adequate or no time 1% 4% 55% 40% 100%
allocated for teaching of Yoruba 2.53
language
TOTAL 104% 91% 62% 43% 100%
2.57

35
 From Table 7, the mean values for insecurity and unruly attitude of step mothers influenced

on students from divorced home ranges from 2.51 to 2.69. The mean value of all three (3) items

are above 2.50 cut-off mark, all four items were accepted.

Findings revealed that There are no qualified teachers who are fluent to teach Yoruba

language ¿ = 2.69). The finding also shows that Teachers are very selective of certain knowledge

in teaching of Yoruba thereby declining the interest of students ¿ =2.51). Result also shows that

There is adequate or no time allocated for teaching of Yoruba language ¿ = 2.53). Since the mean

value of the average cut mark was less than the average mean value for the accepted item with ¿

= 2.57), then the items are accepted to be valid hence, problem are associated with drug being

abused

Research Question 3: What are the solutions to such hindrances of teaching and learning of
Yoruba language?

S/N ITEMS % % % % X TOTAL%

(Mean)
12 Yoruba language should be 54% 41% 4% 1% 2.77 100%
one of the compulsory
subject in secondary schools
13. Lack of infringement by 3% 3% 55% 39% 2.67 100%
teachers lower the zeal for
teaching of Yoruba in an
understanding manner
14. Parent statuses can influence 1% 2% 80% 17% 2.75 100%
the learning of Yoruba
language
15. Making Yoruba language a 8% 7% 58% 27% 2.81 100%
compulsory subject in
schools will promote moral
values and preserve the
culture
16 Yoruba language can be 39% 44% 11% 6% 2.89 100%
encouraged to other subjects
such as mathematics and
other relevant subject

36
 TOTAL 66% 53% 197% 84% 2.74 100%

From Table 8, the mean values influences of drug abuses in the academic performances ranges
from 2.75 to 2.81. The mean value of all five (5) items are above 2.50 cut-off mark, all six items
were accepted.

Findings revealed that Yoruba language should be one of the compulsory subject in

secondary schools ¿ = 2.77). The finding also shows that Lack of infringement by teachers lower

the zeal for teaching of Yoruba in an understanding manner ¿ =2.67). Result also shows that the

Parent statuses can influence the learning of Yoruba language body¿ = 2.75). The result also

shows that the students are worried often ¿ = 2.81). The Finding further revealed that Yoruba

language can be encouraged to other subjects such as mathematics and other relevant subject ¿ =

2.75).

37
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

This study investigated the problems facing teaching and learning of Yoruba language in

selected secondary schools in Ondo West Local Government Area of Ondo State. From the

findings of the study, it was revealed that there are factors militating against the teaching and

learning of Yoruba language, refusal to develop and use indigenous language, insufficient

teaches handling indigenous languages and others. It was also revealed that there is a need to

make Yoruba language a compulsory subject in Nigeria schools.

Indigenous language as well as Yoruba language plays an important role molding the

child’s first language at school in the first three years of schooling therefore, enhances

continually in the child’s learning process and maximize his intellectual in class, a learner must

possess a sound linguistics and combative ability in the language of instruction (Yoruba

language) in elementary and secondary schools in Nigeria

5.2 Conclusion
There is beauty in our indigenous languages with our aging culture. It is education that can
really help in refining and preserving the languages and culture for us. The Yoruba indigenous
language and culture are good heritage provided this present generation does not send them to
extinction. If the curriculum planners can incorporate indigenous language teaching into
mathematics curriculum, there will be remarkable improvement in the teaching and learning of
mathematics. Besides, students will perform better. As a food for thought; will the curriculum be
able to accommodate this and will the teachers be able to sustain the change or be made to read
Yoruba to be able to teach? These and others, time will test and should be seen as important
issues to be critically attended to. If the use of Yoruba indigenous language in teaching and
learning mathematics can begin at primary school level and later developed to capture the

38
curriculum contents in higher learning, it is believed that many researchers will develop many
conceptual approaches about terminologies and topical issues in mathematics for various
categories of learners.

5.3 Recommendations

• Curriculum planners should plan the mathematics curriculum content to accommodate

the indigenous contextual teaching.
• Government should encourage and promote the indigenous language in schools.
• Teachers, especially at the lower classes, should no longer refer to our cherished
indigenous language as vernacular.
• Students (from the Yoruba race) should develop sense of belongings in promoting the
Yoruba indigenous language.
• Contents, concepts and contexts in the indigenous language should be treated with
importance by teachers during instructional teaching approaches.
• Teachers are encouraged to learn and facilitate mathematics teaching in Yoruba language.

39
 REFERENCE

Abidogun, B. G., (2012). Teachers' experiences of using Yoruba as a medium of instruction.

University of Pretoria, Pretoria.

Adegbija, E. (1994) The context of language planning in Africa: An illustration with Nigeria. In
M. Pu¨ tz (ed.) Language Contact and Language Conflict (pp. 139-163).
Amsterdam/Philadelphia: John Benjamins.

Adegbija, E. (1997) The identity, survival, and the promotion of minority languages in Nigeria.
International Journal of the Sociology of Language 125, 5-27.

Adegbija, E. (2004) Multilingualism: A Nigerian Case Study. Trenton, NJ: Africa World Press.

Afolayan, A. (1976) The six-year primary project in Nigeria. In A. Bamgbose (ed.) Mother
Tongue Education: The West African Experience (pp. 113-134). London: Hodder and
Stoughton.

Afolayan, A., (1999). The alienated role of the mother tongue in literacy education for
sustainable national development: The Western Nigerian Yoruba example. In: S. Manaka
(Ed.). Proceedings of the 1st Pan-African conference on reading for all. Pretoria, South
Africa. International Reading Association, READ and UNESCO/DANIDA.

Alao, G. (2006). Teaching an African language and culture in a changing European environment:
Achievements, challenges and perspectives. In: Olaoba F. Arasanyin and Michael A.
Pemberton Eds..Proceedings of the 36th Annual Conference on African Linguistics
Somerville (99-108). MA: Cascadilla Proceedings Project.

Arasanyin, Olaoba F., Antonia, Y. F. Schleicher, and Ropo Sekoni. 1996. A goaldriven curriculu
m. Washington,  D.C.: NFLC, John Hopkins. 

Arohunmolase, O. (2006). Globalization and problems and prospects of teaching and learning of
Yoruba as a second language in Colleges of Education in Nigeria. In: Olaoba
F.Arasanyin and Michael A. Pemberton Eds. Proceedings of the 36th Annual Conference
on African Linguistics Somerville (99-108). MA: Cascadilla Proceedings Project.

Awobuluyi, O. (1992) Language education in Nigeria: Theory, policy and practice. Paper
presented at the Special National Education Conference. Internet version.

Babajide, A. (2001) Language attitude patterns of Nigerians. In H. Igboanusi (ed.) Language

Attitude and Language Conflict in West Africa (pp. 1-13). Ibadan: Enicrownfit.

Baker, C. (2006) Foundations of Bilingual Education and Bilingualism (4th edn). Clevedon:
Multilingual Matters.

40
Ball, J. (2010). Enhancing learning of children from diverse language backgrounds: Mother
tongue based bilingual or multilingual education in the early years. Prepared for
UNESCO. Paris.

Bamgbose, A. (1991) Language and the Nation: The Language Question in Sub-Saharan Africa.
Edinburgh: Edinburgh University Press.

Bamgbose, A. (1992) Speaking in tongues: Implications of multilingualism for language policy

in Nigeria. Nigerian National Merit Award Winners’ Lecture, Kaduna. Benson, C.J.
(2000) The primary bilingual education experiment in Mozambique, 1993 to 1997.
International Journal of Bilingual Education and Bilingualism 3 (3), 149-166.

Benson, C., (2004). The importance of mother tongue-based schooling for educational quality.
Paper commissioned for EFA Global Monitoring Report; The Quality Imperative.
UNESCO: Paris.

Benson, C.J. (2002) Real and potential benefits of bilingual programmes in developing countries.
International Journal of Bilingual Education and Bilingualism 5 (6), 303-317.

Benson, C.J. (2004a) Bilingual schooling in Mozambique and Bolivia: From experimentation to
implementation Language Policy 3, 47-66.

Benson, C.J. (2004b) Do we expect too much of bilingual teachers? Bilingual teaching in
developing countries. International Journal of Bilingual Education and Bilingualism 7
(2&3), 204-221.

Bokamba, Eyamba. 2002. African language program development and administration: A history 
and guidelines  for future programs. Madison, Wisconsin: NALRC Press. 

Brock-Utne, B. & Alidou, H. (2005). Active students – learning through their master. Optimizing
learning and education in Africa – the language factor for stock-taking research on
mother tongue and bilingual education in sub-Saharan Africa. Conference on bilingual
education and the use of local languages. Windhoek: Namibia Association for the
Development of Education in Africa ADEA. Deutsche Gesellschaft fur Technische
Zusammenarbeit, UNESCOInstitute of Education.

Carrington, V. & Luke, A., (2002). Reading, homes and families: From postmodern to modern?
In: A. van Kleeck, S. Stahl and E. Bauer Eds. On reading books to children: Parentsand
Teachers (231- 252). London: Lawrence Erlbaum Associates.

Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society 2nd
(ed.). Los Angeles: California Association for Bilingual Education.

Cummins, J., (2000). Language, power and pedagogy: Bilingual children in the crossfire.
Clevedon: Multilingual Matters.
41
Dwyer, David, Antonia Y. F. Schleicher and Lioba Moshi. 1997. The role of culture in the langu
age classroom.  The design of African language programs, ed. by David Dwyer, 4558,
Boston: Mother Tongue Editions.

Moshi, Lioba. (2001). Content based instruction for African languages. Journal of African
Language Learning and Teaching 1.1.89¬112.

Ojo, Akintoye. (2002). The challenges and methodologies of African language instruction in
the West/United States. Lagos: Adeniran Ogunsanya College of Education Press.

Ojo, Akintoye. (2005). Meeting students’ expectations in an African language program

within Euro-American academic institutions. Journal of Contemporary Educational
Issues 2.42¬54.

Ojo, Akinloye. (1998). The interlanguage of a second language learner of Yorùbá: a single case
study. Research in African Languages and Literature 4.1. 41¬52.

Ojo, Akinloye. (2003). Achieving successful Yorùbá language instruction: the beginners’ class.
Journal of African Language Teachers Association 4.1. 43¬60

Ojo, Akinloye. Yorùbá language learning framework: guide for students.’ In Yorùbá LTF report
for the African Language Teachers Association (ALTA).

Schleicher, Antonia and Lioba Moshi. (2000). The pedagogy of African languages: an
emerging field.Ohio: NEALRC

Yorùbá LTF of the African Language Teachers’ Association (ALTA, 2000). Yorùbá
language learning framework: guide for teachers and students.

42
 APPENDIX
ADEYEMI COLLEGE OF EDUCATION, ONDO

DEPARTMENT OF YORUBA

STUDENTS QUESTIONNAIRE ON PROBLEM FACING TEACHING AND

LEARNING OF YORUBA LANGUAGE IN SECONDARY SCHOOLS

This questionnaire is designed to investigate the problem facing teaching and learning of Yoruba
language in secondary schools. You are required to kindly supply sincere and honest necessary
information to the items and questions of this questionnaire. You are assured that all the
information supplied shall be confidentially treated and will only be used for the purpose of the
research.

SECTION A: PERSONAL DATA

Sex: Male ( ), Female ( )

Class: JSS1 ( ), JSS2 ( ), JSS3 ( ), SS1 ( ), SS2 ( ), SS3 ( )

Age: 8-15 ( ), 16-20 ( ), 21 and above ( )

School:_________________________________________

SECTION B

KEY: STRONGLY AGREE ( SA), AGREE ( A), DISAGREE (D), STRONGLY

DISAGREE( )

S/N ITEMS SA A D SD
What are the factors militating against the teaching and
learning of Yoruba language?
1. Parents do not encourage the use of Yoruba language at home
2. Yoruba language is regarded as vernacular in most of the Nigerian
schools
3. Yoruba language is not a language of instruction in Nigeria
4. Yoruba language as a course of study is not lucrative
5. Parents do not speak Yoruba language at home thus limits the
speaking ability of students
6. Yoruba language is not encouraged in schools which reduces the
participations of students in classroom activity
7. Schools do not adhere to the national policy on Education on the
use of mother tongue as a means of institution as stipulated
How does non-availability of learning facilities affect teaching
and learning of Yoruba language?

43
8. There are no adequate instructional materials for teaching and
learning of Yoruba language
9. There are no qualified teachers who are fluent to teach Yoruba
language
10. Teachers are very selective of certain knowledge in teaching of
Yoruba thereby declining the interest of students
11. There is adequate or no time allocated for teaching of Yoruba
language
What are the solutions to such hindrances of teaching and
learning of Yoruba language
12. Yoruba language should be one of the compulsory subject in
secondary schools
13. Lack of infringement by teachers lower the zeal for teaching of
Yoruba in an understanding manner
14. Parent statuses can influence the learning of Yoruba language
15. Making Yoruba language a compulsory subject in schools will
promote moral values and preserve the culture
16. Yoruba language can be encouraged to other subjects such as
mathematics and other relevant subject

44