This paper examined the impediments confronting the development of Igbo as language of Education at public secondary school level in Imo State, Nigeria.Data was extracted from a sample of 100 subjects in 10 secondary schools in Imo State. Questionnaire and Interview techniques were utilised in this research. Information gathered were analysed using a 4-scale likert design and SPSS(4.0). The study revealed, among others, that dialect differences and orthographic representation have significant impact on the actualization of Igbo dialects on Mother Tongue Education in Nigeria.The study includes recommendations for the utilization of standard Igbo as both subject and language of instruction in public secondary schools in Nigeria.
Ihueze Chinyere, College of Education, Nigeria
Callista Otutu, College of Education, Nigeria
Stream: Conflicting perspectives in learning and teaching
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