Indigenous Language Education and Sustainable Development in South-East Nigeria

Abstract

 This study examined the role of indigenous language education in promoting sustainable development in
South-East Nigeria. It investigated how the use of indigenous languages as media of instruction influences
knowledge acquisition, cultural preservation, and national development in a multilingual society.
Specifically, the study explored the availability of indigenous language curricula, the codification of scientific
and technological terminology, language policy implementation, and the relationship between language,
culture, and development. A descriptive survey design was adopted, and data were collected from 250
lecturers and students drawn from the University of Nigeria, Nsukka, Alvan Ikoku University of Education,
Owerri, and Nnamdi Azikiwe University, Awka, using stratified sampling and a structured questionnaire.
Data were analysed using simple percentages. The findings revealed that indigenous language education
remains inadequately integrated into the educational system due to weak policy implementation, limited
curriculum development, and poor codification of scientific and technological terms. The study further found
that the continued dominance of English as the language of instruction poses challenges to effective
learning and the preservation of indigenous languages and culture. The study concludes that strengthening
indigenous language education through effective policy implementation, curriculum reform, and the
development of scientific vocabulary will enhance educational quality, cultural identity, and sustainable
national development. It recommends greater institutional and governmental support for indigenous
language education as a complementary medium of instruction alongside English.