Teacher Attitude and Student Performance in Indigenous Language Learning in Lagos

When the Federal Government of Nigeria in 1987 introduced the educational policy that required study of one of the three national languages, i.e., Hausa, Igbo and Yorùbá, at the West African School Certificate / General Certificate in Education [WASC / GCE] level, Nigerians and especially advocates for the survival of the indigenous languages embraced the idea with great enthusiasm. The primary aim was to make more Nigerians speak indigenous languages in addition to the language of their immediate environment. However, this purpose was frustrated when students opted for, and indeed registered for, their mother tongues rather than a non-familiar indigenous language. If the policy had been actually followed, the country would have generated citizens, who not only speak their own indigenous languages, but also citizens who have a practical knowledge of all of their country’s traditional languages. But this did not happen. In this paper, we look at the attitudes of private school teachers to the teaching of the indigenous languages vis-a-vis the competence and performance of students in these indigenous languages. The study is not only comparative but also correlative. The methodological instruments included a questionnaire, interview, a quasi-test and examination of junior / senior secondary school leaving certificates. Our findings revealed that students’ performances, as reflected in their results, do not demonstrate their competence in the indigenous languages in question. Similarly, we observed that both the teachers and the learners are instrumentally and not integratively motivated