By
1Haruna Muhammad
Salisu,
2Egahi Abu
Daniel,
3Adeiyza Justina
4Mohammed Abdullahi
1Department of
Language and Communication, Federal College of Education, Okene, Kogi State,
Nigeria
2&4Department of
English, Federal College of Education, Okene, Kogi State, Nigeria
3Department of Social Studies, Federal College of Education, Okene, Kogi State, Nigeria
Corresponding Author’s email & phone No: harunamuhammad127@gmail.com, 08039218657
Abstract
This study examines the relationship between language education and the
transmission of social values in Nigerian colleges of education, with emphasis
on emerging trends and future prospects. In a linguistically diverse society
such as Nigeria, language education serves not only as a means of developing
communicative competence but also as a medium for promoting cultural identity,
civic responsibility, and national cohesion. The study therefore investigates
the trends and prospects of integrating social values into language teaching in
Nigerian colleges of education. The research is anchored on an eclectic
theoretical framework comprising Vygotsky’s Sociocultural Theory, Bernstein’s
Code Theory, and Freire’s Critical Pedagogy, which collectively highlight the
role of language as a vehicle for cultural transmission, social interaction,
and critical consciousness. The study adopted a qualitative descriptive
research design. The research was conducted in three Federal Colleges of
Education representing different geopolitical zones in Nigeria: Federal College
of Education, Zaria; Federal College of Education (Special), Oyo; and Federal
College of Education, Obudu. The target population comprised language
lecturers, academic administrators, and pre-service teachers. Using purposive
sampling technique, a total of 27 participants were selected, including nine
language lecturers, three academic administrators, and fifteen pre-service
teachers. The primary data for the study were obtained through semi-structured
interviews conducted with the selected participants. The collected data were analyzed
using thematic content analysis to identify recurring patterns and themes
relating to language teaching practices and value transmission. The findings
reveal that language education contributes significantly to the inculcation of
social values through the use of culturally embedded instructional materials
such as proverbs, folktales, and literary texts. However, challenges such as
inadequate teacher training in value-oriented pedagogy, marginalization of
indigenous languages, limited instructional materials, and gaps between policy
and classroom practice hinder effective implementation. The study therefore
recommends improved teacher training, stronger institutional support for
indigenous languages, effective implementation of language policies, and the
integration of digital learning tools to enhance value-oriented language
education in Nigerian colleges of education.
Keywords: Civic Responsibility, Language Education
Multicultural, Social Values, Teacher Education
Introduction
In a nation of such diverse socio-cultural
and linguistic heritage like Nigeria, language education carries a heavy
responsibility beyond the nucleus of communicative competence to include the
transmission of social values, cultural identity and national unity. Nigerian
colleges of education which are meant to train pre-service teachers occupy a
strategic position in shaping not only the academic orientation but also the
moral and civic orientation of future teachers. Also, the importance of
language education is fundamental to cognitive and socio-emotional development
of its learners, especially in a multi-lingual and culturally pluralistic type
of nation such as Nigeria, the teaching and learning of languages (both
indigenous and foreign) go far beyond mere acquisition of communicative
competence, they also play critical role as vehicle for preservation of
cultural identify, promotion of national unity, as well as transmission of
values into the society and in this regard, Nigeria’s colleges of education as
the principal institutions responsible for training pre-service teachers, have
great responsibilities not only to influence linguistic competence, but also
ethical, civic and cultural values in their prospective teachers. The nexus
between language and values is neither accidental nor abstract. In furtherance,
language is a cultural artefact; it carries the codes of belief, tradition and
societal morality of a particular people. Through language, societies transmit
their collective understandings of right and wrong, respect and responsibility,
diligence and discipline and so forth. Therefore, when language is taught in
educational institutions, it provides a fertile ground for value transmission –
provided the educators make use of proverbs, folktales, drama, songs and
culturally contextual materials which carry implicit social implications.
However, the prospects of language education as an avenue for value inculcation
are confronted with a number of challenges in Nigeria which are: marginalization
of indigenous languages against the English Language, lack of structural
curricular integration of moral lessons in language subject areas, insufficient
instructional materials that represent the socio-cultural realities, and lack
of adequate teacher training on value-oriented instruction. On the other hand,
the trends and innovations that can reposition language education as an avenue
for value inculcation are curriculum innovations, digital literacy tools, and
bilingual education policy.
Thus, this paper discusses these dynamics in relation to Nigerian
colleges of education. More accurately, it looks at the role ‘language
education’ has come to play in social values transmission, strategies used by
social value-transmitting ‘language education’ instructors, challenges faced in
different regions, and prospects of a more united and cultural approach to
curriculum guiding ‘language education’ in the future. Guided by the
sociocultural learning theory, the study relied on qualitative data from
lecturers, students, and policymaker in the selected Federal Colleges of Education
to identify best practices and necessary reform policies. In looking at the
changing role of language education in building the character and civic
identity of prospective teachers, this paper adds to discussions on the
relevance of education in nation building, moral regeneration and cultural
continuity in Nigeria.
Research Objectives
With reference to
a number of researches conducted by many scholars on teaching of language and
social values in states, countries and Nigeria, this paper is particularly
inspired by Ugo-Ochulo’s (2023) Journal paper, called “The Influence of Social
Factors on Students’ Performance in Learning English Language as a Second
Language in Abia State of Nigeria.
The primary aim of this research is to linguistically and socially
analyze some of the possible trends and prospects of teaching language in
Nigerian colleges of education. The specific objectives of the research are to:
1.
Identify
and analyze some of the possible trends of teaching of language and social
values in Nigerian colleges of education.
2.
Find
out some of the possible prospects of teaching language and social values in
Nigerian colleges of education.
Literature Review
Concept of Language Education
Language Education and National Development
in Nigeria Recent studies underscore the role of language education in national
identity formation, civic education, and socio-economic development (Bamgbose,
2021; Ojebode & Olorunyomi, 2022). They reiterate that language education
is a necessity for human development in all spheres of life. The goal and
aspiration of a country relies heavily on its language education. To them,
language education is a unifying factor for civil competence and social
integration. Language is a marker of one’s identity and cultural inclination.
The Nigerian education system, particularly,
in the colleges of education is viewed more and more as a tool for promoting
intercultural dialogue and national cohesion through multilingual mode of
instruction. Therefore, language
education must be context-specific, taking cognizance of Nigeria’s linguistic
diversity and sociopolitical realities. The preceding needs motivate this study
to add to the existence knowledge on the possible new trends on teaching of
language and social values in Nigerian colleges of education.
Concept
of Language as a Medium of Social
Value Transmission
According to by Alade (2021), language is a
tool and storehouse of culture and values. Proverbs, idioms, folktales, and
literary texts in the indigenous languages contain moral lessons that are
taught, either implicitly or explicitly in the language classes. This is in
tandem with the value laden objectives of the universal basic education and
national policy on education (FRN, 2013), which encourages moral and civic
development. Also, the use of culturally embedded language content (e.g.,
Yoruba ìtàn, Igbo ilu, Hausa karatunallo) promotes ethical behavioral code,
respect for elders, communal living, and responsibility.
Difficulties in Implementation
New studies show results failures: Language
policy ambivalence (Adebiyi & Jegede, 2022); Low Societal Prestige of the
Language (Native Language); and Inadequate teacher training in value-based
pedagogy (Ogunyemi, 2021). The challenges above cause for this study for the
effective re-integration of language teaching and social values.
One
of the concerns is that English continues to dominate and side-line the
development of indigenous languages, thus diluting the localized cultural
values. Consequently, policy-practice gaps and global language pressures
prevent the successful integration of social values into language pedagogy.
Digital Language Learning and Socialization
Language learning with digital devices and
socializing technological integration has brought forth new opportunities of
merging language teaching with values education. E-learning platforms are now
filled with culturally sensitive content and ethics-based storytelling (Ojo
& Afolabi, 2023). Although adoption is still low in many public
institutions, there is evidence that digital tools improve engagement as well
as moral reasoning when matched with local content. Critical remark:
Integrating digital infrastructure with indigenous knowledge systems promotes
value-based and inclusive language education.
Empirical Review
Ugo-Ochulo (2023) Journal paper, “The
Influence of Social Factors on Students’ Performance of Learning English
Language as Second Language in Abia State of Nigeria.” The study explores
social factors influencing performance of students in English language as a
second language in rural and urban areas of Abia state. Besides, the research
adopted sociocultural theory of cognitive development by Lev Vygotsky.
Meanwhile, for the study, a random sampling of six secondary schools in Abia
state was used. Besides, the data were collected quantitatively from 268
respondents. This research has shown that the respondents who lived in urban
areas are better in English than those of rural areas.
The paper above is pre-associated to this
research in terms of content (language), social issues and sampling technique
used. However, it is different from this current research in terms of location
as this research looks at the phenomenon of language from a national point of
view while the above research viewed it from state, Abia and this research used
qualitative research design whereas the former research adopted quantitative.
Therefore, this research set to solve the gap left by the reviewed researches.
Odey (2024) journal paper, “Impact of
Teachers’ Qualification, Gender and Linguistic Instruction on Students’
Communicative Competence in Benue State.” The study investigated the effects of
teachers’ academic qualification, gender and language teaching on the
communicative competence of secondary schools in Benue State. Besides, a
descriptive survey research and Ex-post facto design were adopted for the
research. Besides, for effectiveness, the study randomly sampled 600 SSII
students and 40 Language teachers. Also, stratified random, hat and draw
sampling techniques were used to select three schools from the three
educational zones A, B and C in Benue state. Correspondingly, the findings
substantiate a great impact made by language teaching by teachers with high qualifications
and male teachers on students’ communicative competence over their
counterparts, female teachers. The research recommends that, irrespective
qualification and gender, teachers should use employ the use of communicative
activities while teaching to boost the students’ communicative skills.
However, Odey’s research relates with this
current research in terms of content, addressing language phenomenon which is
the focus of this research. The paper like this research also uses the same
method of random sampling techniques. On the contrary, Odey’s paper differs
greatly with this study in terms of location as Odey used Benue State and this
paper used Nigeria as a country. Also, it sampled Secondary schools in Benue,
while this research sampled Colleges of Education in Nigeria. Also, the
theories adopted differ. To this, effect, this research work sets to add to the
existing knowledge in language teaching and social integration.
Abdulkareem et al. (2024) Journal titled,
“Assessing the Effect of Acculturation Programs on Academic achievement of
French Students’ in Colleges of Education in Nigeria.” The paper is written on
the topic, “Effect of Acculturation program on Academic Achievement of French
Students in Nigerian Colleges of Education”. The research is a Survey research
design. Also, various 20-50 subjects were randomly selected in each of the
three (3) geo-political zones of southwest, northwest and north-central of
Nigeria. In Nigeria it has sampled out one state college of education and one
federal college of education. Thus 230 respondents’ response to needs of the
research. According to the findings of the study, students who were exposed to
acculturation program (Group-I) performed significantly better in French than
their counter part (Group II) who were not exposed to the acculturation
program. The study recommends that acculturation program in French language
should be taken seriously in Nigerian colleges of education and to be
intensified for them to achieve the desired objectives.
The reviewed paper above, is relevant to
this research in terms of content as both deal with a phenomenon related to
language. Also, both use random sampling techniques. Both researches use the
same setting (Nigeria).
Michal & Izabela (2025) journal paper
titled, “Social Dimensions of Language.” The study examines language as one of
the most important elements of culture, directly related to the traditions of
individual societies, as well as to everyday life and social relations. Also, it explores language as a tool that integrate
and divide a society. For this reason, the paper adopts sociolinguistics
theoretical framework to consider Sociolect, jargon, or slang as the elements
that identify the individuality of social groups, link the people belonging to
them, and establish values that at times contrast the commonly accepted ones.
Also, the methodology for the research is a mixed method of qualitative and
quantitative research. Hence, the paper exposes sociolinguistics, sociolect,
jargon and slang, showing their social dimension and profound influence in the
social life and its accompanying processes. It also shows that sociolects,
jargon and slang that is used has both positive and negative effects on social
life and interpersonal relations. The research culminates to a conclusion that,
language is one of the most crucial elements of culture and social life. For
example, the intensive development and modification of language should give
rise to continuous updated researches and sociolinguistic analyses. For
example, language can prove to be an important factor in formation of niche
groups, and people belonging to them can find a safe ground, support and a mean
to express their emotions or needs with the help of language. The paper takes a
literature analysis, based on which language is considered to be an important
social element.
The paper reviewed
above analyzes the social dimension of language from sociolinguistic point of
views. This paper relates to this research paper in its use of social issues
and language. It differs significantly in terms of location as the reviewed
research is to be conducted in Poland whereas this research is to be conducted
in Nigeria. Also, the above paper adopts Sociolinguistics theoretical framework
while this paper research adopts elective theories of Socio-cultural theory,
Code theory and Critical Pedagogy theory for effectiveness. Also, there is a
difference in headings between the two researches as the above work is titled,
Social Dimensions of Language while the present research is given the heading,
Teaching of Languages and Social Values: Trends and Prospects for Nigerian Colleges
of Education. Besides, the methods also differ, reviewed paper uses mixed
method whereas the current study uses qualitative descriptive research. Hence,
the findings for the reviewed paper reveals Sociolinguistics principles like sociolect,
jargon and slang as a necessary dimension of language while this research
reveals that, strategic investment in research, language planning and community
engagement is also essential to align language education with national
development goals.
On a final note,
this study recommends a holistic and culturally responsive approach to language
instruction which, besides communicative competence, also boosts ethical
conduct, civic responsibility, and social cohesion among future teachers in
Nigeria. Hence the vacuum left by Michal’s research is what this research is
set to top up in an aim to contribute to the existing bodies of knowledge in
language and social values.
Conversely,
this research differs with the reviewed work in terms of the topic of
discussions. This research addresses issue related to language in general sense
while the reviewed work addresses French language. Also, the theories, methods
and findings from the two papers differ significantly. Thus, this research sets
to add to the existing body of knowledge in language teaching, learning and
socialization.
Theoretical Framework
The study is most supported by a combination
of the following theoretical views (eclectic theory):
Sociocultural Theory (Vygotsky, 1978)
Sociocultural Theory
(Vygotsky, 1978): This theory holds that learning is by nature a social
activity, and that language is the main vehicle for transmission of culture and
its values. Language education in multicultural contexts such as Nigeria must
take into account the socio-historical and cultural contexts of the learners.
The teacher acts as a mediator for the cultural tools (such as stories,
proverbs, language with ethical values), and peer interaction in language
classes internalize social norms.
Bernstein’s Code Theory (1971)
Code Theory by Bernstein (1971): Basil
Bernstein considers elaborated and restricted codes and relates them to social
class and value system. In multilingual societies, such codes are evident in
language choice and educational structures. Language instruction can alternate
between codes (formal English and indigenous dialect), so academic knowledge
and social ethics can be transmitted effectively.
Critical Pedagogy (Freire, 1970)
Critical Pedagogy (Freire, 1970): Freirean
theory focuses on education as a means of empowerment and social change.
Language education in this framework is non-neutral in nature and must work
against oppression and for justice. Rather than reinforcing oppression,
teachers should promote critical consciousness by using language as a tool for
questioning injustice and promoting tolerance and civic responsibility.
Methodology
The study adopted a
qualitative descriptive research design that sought to explore the existing
practices, challenges, and future prospects of language education as a tool for
social value transmission in Nigerian Colleges of Education. The qualitative approach
was appropriate as it benefitted from studying the lived experience,
perceptions, and pedagogical strategies of language educators and
administrators of selected institutions. The descriptive design made it
possible to get contextual, in-depth information of the integration of values
in language instruction, in a linguistic and multicultural context. Study
Setting is Nigeria and population for the study is 27. The study was carried
out in three (3) Federal Colleges of Education strategically selected in the
Nigerian geopolitical zones, with a view of ensuring regional representation
and diversity in Nigeria, namely; Federal College of Education, Zaria (North-west
Nigeria), Federal College of Education (Special), Oyo (Southwest Nigeria) and
Federal College of Education, Obudu (South-South Nigeria). These institutions
were chosen because of their cumulative years of service in teacher education,
their language education programs (including departments of indigenous
languages), and their contribution to curricular innovations. The target
population comprised: Language lecturers (English Language, French, Hausa,
Yoruba, and Igbo); Curriculum planners and academic administrators, Pre-service
teachers training in language education. Purposive sampling technique was used
to select information rich participants who had adequate experience and
knowledge in language instruction and value education. The sample population
consisted of: 9 language lecturers (with 3 from each institution); 3 academic
administrators/curriculum coordinators (deputy provost academic, deputy provost
admin and registrar); and 15 pre-service language teachers (with 5 from each
college), making a total sample of 27 respondents. Purposive sampling was great
for qualitative research because it ensured representation of voices most
related to the research objectives. Semi-Structured Interviews were carried out
on the teachers and administrators.
Lecturers and
administrators were interviewed through semi-structured interviews.
The interviews were as follows:
Pedagogical approaches that integrate social
values in language teaching and the perceived effectiveness of existing
curricula. Data were analyzed using thematic content method of analysis.
Data Presentation
Data Analysis
A thematic analysis of data collected from
the three (3) Federal Colleges of Education from the three geo-political zones,
namely Zaria (North-West), Oyo (South-West), and Obudu (South-South), revealed
six (6) major themes on present practices, challenges, and prospects in
language-in-education policy and the transmission of social value system.
The data collected from the lecturers,
administrators, and participating pre-service teachers in three Federal
Colleges of Education in Nigeria (Zaria, Oyo, and Obudu) yielded the following
six thematic areas as reflected in the chart above:
1. Value Infusion
through Language Contents (Most Frequent Theme)
(Frequency = 15)
Participants placed consistent emphasis on the
use of literary texts, folktales, proverbs, and content that is rich in the
target language’s culture and able to convey social values such as respect,
honesty, and communal living.
“As we teach with our proverbs and local
stories, the students are able to understand the moral lessons better.” (Lecturer,
FCE Zaria)
This shows a strong alignment with the
Vygotsky’s Sociocultural theory where language is seen as a means of
internalizing the social norms and values.
2. Training on and
Capacity of Teachers
(Frequency = 13)
One of the main concerns raised was
insufficient preparation of teachers to enact value-based pedagogy that is
culturally responsive because many of them had not been trained formally on how
to integrate moral education in the process of teaching the English language.
“We teach language like they taught us,
language without values, language as grammar.” (Lecturer, FCE Oyo)
This adds to the need for purposeful
in-service professional development of teachers as advocated in Obanya (2010)
and Ogunyemi (2021) to enable them become agents of social transformation.
3. Indigenous Language
Promotion Challenges
(Frequency = 12)
They mentioned that lack of institutional
support, lack of materials, and negative attitudes of students were the major
obstacles, with some students labeling the indigenous language as “irrelevant”
to their career prospects.
“Students prefer English language. According
to them, local languages will not help them outside the country.” (Administrator,
FCE Obudu)
This
theme echoes a language ideology issue that belittles the status of indigenous
languages, contrary to the national policies’ aspirations.
4. Curriculum-Policy
Gap
(Frequency = 10)
The
respondents revealed that there was a gap between policy documents advocating
for value-laden and multilingual education and actual classroom practice.
“There are policies but proper implementation
is a different ball-game.” (Curriculum Officer, FCE Oyo)
This
is in support of Adebiyi & Jegede (2022) who have documented systemic in consistencies
in policy execution at all levels in education.
5. Students’ Attitude
Towards Indigenous Language
(Frequency= 9)
Many students showed ambivalence and
resistance to learning indigenous languages due to the low utility of the
languages and stigma among the students.
“Why must I learn the Yoruba language when
everything is being done in English?” (Pre-service teacher, FCE Oyo)
Such attitudes grossly undermine
efforts at value transmission if not checked through orientation and curriculum
redesign.
6. Digital and
Multilingual Pedagogies
(Frequent = 8)
Although not frequently stated, a number of
educators recognized the rising significance of digital tools (e.g., apps,
virtual stories) in imparting language proficiency and social values during
post-COVID adaptations. “Online platforms have created an avenue whereby moral
lessons can be taught through the use of videos and local tales.” – Lecturer,
FCE Obudu It shows potential for innovative approaches to language education in
the gaps in language resources.
Discussion of the Findings
The discussion of findings, as reflected in
the chart and thematic data analysis, presents a comprehensive picture of how
language education functions as a medium for social value transmission in
Nigerian colleges of education, while also revealing critical gaps and emerging
prospects.
Firstly, the most dominant finding
highlights that value infusion through language content remains a widely
practiced and effective strategy. The theme is on the highest frequency of 15
from the participants. It also reveals the frequent use of proverbs, folktales,
and culturally embedded literary materials demonstrates that educators
consciously integrate moral lessons such as honesty, respect, and communal
responsibility into language teaching. This underscores the strong relevance of
sociocultural approaches, where language serves not merely as a communication
tool but as a carrier of societal norms and ethical standards.
However, the findings also expose a
significant limitation in teacher capacity and professional training. The theme
on teacher capacity and professional training is on the second-high frequency
of 13. It reveals that many educators lack formal preparation in value-oriented
pedagogy, resulting in a predominantly grammar-focused approach to language
teaching. This gap weakens the full potential of language education as a
transformative tool for character development.
In addition, the findings reveal challenges
surrounding indigenous languages. It is on the frequency of 12 from the
respondents’ chart. The data analysis shows that the challenges surrounding
indigenous languages include inadequate instructional materials, weak
institutional support, and negative student perceptions that view indigenous
languages as less valuable compared to global languages like English. Closely
linked to this is the issue of students’ attitudes, where resistance and low
motivation further hinder the integration of cultural and moral values embedded
in local languages.
Another critical issue revealed is the
curriculum-policy disconnect. This theme is on the 10 frequency of the
respondents. As shown from the findings, while national policies advocate for
multilingual and value-based education, their practical implementation remains
inconsistent, limiting their overall impact in classrooms.
Despite these challenges, on the frequency
of 8 from the respondents, the findings reveal promising trends in digital and
multilingual pedagogies. Though still emerging, the use of digital tools and
online platforms offers innovative avenues for integrating language learning
with moral instruction, especially through culturally relevant digital content.
Overall, the discussion shows that while
there is strong awareness of the role of language in value transmission,
systemic barriers; particularly in teacher training, policy implementation, and
language perception must be addressed for effectiveness. At the same time,
opportunities in curriculum reform, technological integration, and cultural
revitalization provide a forward-looking pathway for strengthening language
education as a tool for both communicative competence and social
transformation.
Conclusion
Drawing on the evidence generated from the
qualitative inquiry across the selected Nigerian colleges of education, the
study concludes that language education remains a powerful medium for the
transmission of social and civic values among pre-service teachers. The
findings reveal that the integration of culturally embedded instructional
resources; such as proverbs, folktales, literary texts, and other indigenous
linguistic expressions; significantly enhances students’ understanding of moral
virtues including respect, honesty, communal responsibility, and social
cohesion. However, the study also identifies a number of structural and
pedagogical constraints that undermine the effective realization of this role.
These include inadequate professional preparation of language teachers in
value-oriented pedagogy, the persistent marginalization of indigenous languages
in favor of English, insufficient instructional materials that reflect
Nigeria’s diverse socio-cultural realities, and a noticeable gap between
language education policies and their practical implementation within
classrooms. In view of these challenges, the study proposes several
intervention strategies. First, there is an urgent need for sustained
professional development programs that equip language educators with culturally
responsive and value-integrated teaching strategies. Second, curriculum reforms
should deliberately incorporate civic and ethical themes within language
education programs. Third, government and educational authorities should
strengthen policies that promote the teaching and learning of indigenous
languages while improving their prestige and relevance within the educational
system. Finally, the integration of digital technologies and culturally contextualized
learning resources should be encouraged to enhance both language proficiency
and value formation. Through these strategic interventions, language education
in Nigerian colleges of education can effectively contribute to moral
regeneration, national unity, and sustainable social development.
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This article is published in ALQALAM: A Journal of Language and Literary Studies, FUGUS, Volume 1, Issue 2 - June 2026
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