Abstract
Despite the fact that the National policy on Education has for years unequivocally stated the importance of Nigerian Languages in effective and functional teaching and learning in primary and secondary schools, governments at various levels and other implementers of the language policy has been reluctant to implement its content to the letter. Consequently, teaching and learning of Nigerian Languages, including Yoruba has suffered a serious setback. The focus of this research is the appraisal of the compliance level of the Federal Capital Territory (FCT) education policy makers, stakeholders and school administrators to the teaching of Yoruba language in FCT primary and secondary schools, using eighteen (18) randomly selected schools as areas of study. Those primary and secondary schools were selected across the six Area Councils with consideration for the urbanity and rurality of the school environment to achieve reliable and valid results. Questionnaires were distributed and analyzed; Descriptive Survey Design was employed for the analysis and frequency count, percentage and mean were used to arrive at reliable results. The outcome of the research was used to illuminate how the low compliance to the implementation of the National Language Policy in FCT has militated against proper teaching of Yoruba language in FCT government primary and secondary schools.
Published Version
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