Innovations in Language Teaching and Learning in Secondary Schools, In Ngor-Okpala: The Igbo Language Example

Cite this article as: Okere, O. F., & Ihenacho, J. A. (2026). Innovations in language teaching and learning in secondary schools, in Ngor-Okpala: The Igbo language example. Sokoto Journal of Linguistics and Communication Studies (SOJOLICS), 2(1), 99-108. https://doi.org/10.36349/sojolics.2026.v02i01.009

By

Okere, Olachi Florence Ph. D
08038002552

&

Jane Ahunna IhenachoPh. D
Department of Linguistics and Nigerian Languages
Alvan Ikoku Federal University of Education, Owerri, Imo State
janeihenacho10202@gmail.com
08038985443

Abstract

This paper discusses the innovations in the teaching and learning of the Igbo language in secondary schools in Ngor-Okpala. Notwithstanding its importance, Igbo language teaching and learning still face significant challenges in student engagement, teacher methodology, etc. The writers explained the current state of Igbo language instruction, identified innovative approaches and strategies employed by teachers and examined their impact on students learning outcomes. This work is qualitative research. Oral interviews and classroom observations were used for data collection. Findings revealed that innovative approaches such as technology integration and culturally responsive teaching have improved student innovation and language proficiency. Despite these efforts, significant challenges remain, such as inadequate instructional resources, limited teacher training opportunities and favourable societal perceptions of indigenous languages including Igbo. The study recommends policy and practical interventions to support innovative Igbo language teaching and learning which includes teacher professional development and community engagement. The work contributes the growth of Igbo language education in Nigeria, also highlights the significant innovative approaches to promoting linguistic and cultural diversity innovation.

Keywords: Innovation, language, Igbo language, language teaching and learning.

1.0 Introduction:

Language plays a vital role in communication, preservation of culture and cultural sustainability. In our nation today, indigenous languages face a lot of challenges in teaching and learning particularly in the remote areas such as Ngor-Okpala. Igbo language teaching and learning has faced a lot of challenges at all levels of schools in Nigeria, especially at the secondary level. Therefore, teaching and learning cannot be achieved without language. In the ages, the method of teaching and learning have caused a lot of harmful effects on educational system which the curriculum implementers have tried their best in proving new technological strategies in teaching and learning for all the language teachers to follow suit. Those new strategies are highlighted in this study for effective teaching and learning to take place in our various schools in Imo State, Ngor-Okpala precisely.

In the ages, traditional teaching method was obtainable and also has a negative effect and results from both the teacher and the learners. However, a good number of new technologies in language teaching and learning have been an eye opener for improvement in the education system currently as the learners actively participate fully in class activities than before. Suffice to say that Igbo language teaching and learning by both the teachers and the learners achieve a stated goal.

1.1 Statement of the Problem:

Notwithstanding the importance of the Igbo language in cultural identity and the national development, its teaching in some secondary schools has been hindered by outdated methodologies, lack of instructional materials with limited interested student engagement. Therefore, this study explores innovative strategies that can enhance the teaching and learning of the Igbo language in secondary schools in Ngor-Okpala with a focus on modern pedagogical approaches, technology integration and interactive learning techniques.

1.2 Objectives of the Study

This study aims to: “Innovations in language teaching and learning in secondary schools in Ngor-Okpala: The Igbo example” The objectives are to:

 examine the current state of the Igbo language teaching and learning in secondary schools in Ngor-Okpala.

identify innovative methods that can enhance students’ engagement and comprehension in secondary schools in Ngor-Okpala.

evaluate the effectiveness of the digital tools and interactive teaching strategies in improving the teaching and learning of the Igbo language in secondary schools in Ngor-Okpala.

1.3 Research Questions

what is the current state of the Igbo language teaching and learning in secondary schools in Ngor-Okpala?

what innovative methods can enhance students’ engagement and comprehension in the teaching and learning of the Igbo language in secondary schools in Ngor-Okpala?

how effective are digital tools and interactive teaching strategies in improving the teaching and learning of the Igbo language in secondary school in Ngor Okpala?

1.4 Limitation of Study

This work is limited to innovations in language teaching and learning in secondary schools in Ngor-Okpala precisely. Therefore, it is limited to Ngor-Okpala metropolis, Imo State.

 

2. Literature Review

The teaching and learning of the Igbo language in Nigerian secondary schools have continued to face numerous challenges, despite the language’s cultural and educational importance. However, recent studies indicate that inadequate instructional materials, poor learner motivation, insufficient qualified teachers and negative societal attitudes toward indigenous languages have contributed to the declining interest in Igbo language education.

Ugobueze (2024) found that teacher qualification, availability of teaching resources, home environmental and mother-tongue interference significantly influence students’ academic achievement and interest in Igbo language learning in some secondary schools.

Similarly, Ezepue et al. (2023) observed that; the integration of the Igbo language into the secondary school curriculum contributes to language sustainability and improved academic performance. However, the study noted that many schools still struggle with effective implementation due to inadequate support mechanisms and limited language-use opportunities outside the classroom.

Fortune-Nwakamma (2024) reported that the teaching of Igbo as a second language is hindered by shortages of competent teachers, limited instructional resources and students’ preference for English language communication. These factors have negatively affected students’ proficiency and interest in learning the Igbo language.

Furthermore, the growing concern about the endangerment of the Igbo language has heightened the need for effective language instruction. Ikonne (2023) argues that weak intergenerational transmission and declining usage among younger generations threaten the survival of the language, making the improvement of the Igbo language education in schools increasingly important.

Nwigwe (2020) noted that, although many schools possess instructional materials for teaching the Igbo language. Teachers often underutilize audio, visual and audiovisual resources that could enhance students’ learning experiences and comprehension. The study recommended continuous teacher training on the effective use of innovative instructional materials. Ezepue et al. (2023) also emphasizes the need for participatory teaching approaches that encourage active student involvement rather than traditional lecture methods. Such approaches help learners develop greater interest, confidence and communicative competence in the target language.

The concept ‘innovation’ could be seen according to OECD (2005) as the implementation of a new or significantly improved product, goods or services, process, a new marketing method or even a new organizational method either in business practices, work place, organization or external relations.

On the other hand, Rogers (2003) is of the opinion that; innovation is an idea, practice or object that is perceived as new by an individual or other unit of adoption. Baregheh, Rowley & Sambrook (2009) opined that innovation is the multi-stage process whereby organizations transform ideas into new or improved products, services or process to advance, complete and differentiate themselves successfully in their market places.

In other words, having looked at the definitions above, innovation is the process of creating and implementing new ideas, products, or methods that lead to improvement and advancement. It is also the introduction of new things and new methods of production for its effectiveness.

Okere (2017) postulates that; Igbo language is one of the recognised African languages spoken by the Igbo people of South Eastern part of the nation (Nigeria). It is made up of the Enugu, Ebonyi, Anambra, Imo and Abia state precisely. Other neighbouring states include: Rivers, Akwaibom and Delta State.

Nwokoye (2013) posits that the state of the Igbo language is absurd, for the fact the language is still struggling to survive, much is expected from the people (Igbo) that speak the Igbo language and dialect. He upholds that the significant feature of the Igbo language is the multiplicity of dialects. He added that an estimated twenty Igbo dialects exist which include Onitsha, Nsukka, Owerri, Abakiliki, Umuahia, Ngwa, Ikwere, Kwale, Ogoni, Izza, etc.

Language teaching and learning defined by Klausemier (1981) is the process of teaching people (learners) to understand a particular language and expecting feedback from the learner. It is also a branch of applied linguistics which can also be interdisciplinary. In other words, language teaching and learning are interwoven. They work hand in hand; one cannot do without the other. Without the learners, there will be no teaching, and without the teacher, learning cannot take place. In language teaching, it is the duty of the teacher to impact knowledge on the learners with the ability he has as an individual to make his lessons interesting. He does the teaching aspect and expects the learner’s outcome by the end of the lesson.

Learning according to Egereonu (2004) is a change in human disposition or capability which can be restrained and which is not even simply ascribable to the process of growth. It could also be seen as a process by which an activity originates or changed through reactions to an encountered situation provided that the characteristics of the change inactivity are not traceable of the maturation or transient state of the organism such as fatigue or drug (Hilguard 1985). In addition, learning is also a relatively permanent change in behaviour potentially which occurs as a result of reinforced practices.

3. Methodology

This work employed a qualitative research approach using oral interviews and classroom observations to access the effectiveness of different teaching innovations. Data were collected from the Igbo teachers and the learners. This study used a survey of 2 Igbo language teachers in 2 public secondary schools in Ngor-Okpala. Data was collected using oral interviews and classroom observations.

Okafor (2025) is of the view that; digital technologies including mobile applications, online learning platforms and interactive instructional tools, enhance student engagement, motivation, retention and accessibility in indigenous language learning. Studies specifically focusing on Igbo language education found that digital tools support language preservation while making learning more attractive to younger learners.

Nwafor (2024) states that; the teaching and learning of the Igbo language in Nigerian secondary school’s face challenges such as inadequate instructional materials, shortage of qualified teachers, limited student interest and negative societal attitudes towards indigenous languages. These factors continue to affect students’ proficiency and participation in Igbo language learning.

 

4. Theoretical Framework

The theory used for this work was constructivism theory of learning. This is based on the principles that knowledge is constructed by an active learner, and that knowledge socially constructed. Knowledge is not transmitted from an expert or teacher to a passive recipient (the learner). The study is anchored on the Constructivism Theory of Learning propounded by Jean Piaget (1952).

5. Data Presentation and Analysis

5.1 Teacher’s Responses from Umuohiagu Secondary School

Table 1:

S/N	Question	Respondent A	School	Qualification
1.	Could you share your experience in teaching the Igbo language?	The Igbo language teaching is not encouraging due to the students are not showing interest in learning the language.	Umuohiagu Secondary School, Umuohiagu.	NTI
2.	What are some of the innovative methods you have introduced in your language classes?	Discussion method, story-telling & dramatization.
3.	How has technology such as digital platforms, mobile Apps or Online resources influenced the teaching and learning of the language?	Actually, technology has been helpful especially Online platforms such as WhatsApp only but unfortunately, the challenges are; unavailability of smart phones for a good number of students and unavailability of electricity supply.
4.	How do students respond to the new teaching strategies when compared to the traditional method?	Students’ responses are fewer on the new teaching strategies more than the traditional methods.
5.	Have you incorporated story-telling, drama, or cultural activities in your teaching? If yes, how effective are they?	Yes, students’ participation outcome is always very effective and fun.

 

5.2 Teacher’s Responses from Obiangwu Secondary School

Table 2: Oral Interview

S/N	Question	Respondent B	School	Qualification
1.	Could you share your experience in teaching the Igbo language?	Igbo language teaching and learning is at the verge of extinction if nothing is done. Students are not interested in learning the language.	Obiangwu Secondary School, Obiangwu.	NCE
2.	What are some of the innovative methods you have introduced in your language classes?	Discussion method, planned repetition method, inquiry method and collaborative method.
3.	How has technology such as digital platforms, mobile apps or online resources influenced the teaching and learning of the language?	Technology enhances teaching and learning of the subject but unfortunately, only few students have android phones, most times network failure and money to get data can be a bit challenging.
4.	How do students respond to the new teaching strategies when compared to the traditional method?	Students’ responses to the new strategies yields fruit better than the old method of teaching and learning.
5.	Have you incorporated storytelling, drama, or cultural activities in your teaching? If yes, how effective are they?	Yes, I do incorporate both story-telling, dramatization, etc. and they are always effective because students are always engaged fully in the class activities.

 

5.3 Analysis

Table 1:

The table I above shows that the teacher handling Igbo language at Umuohiagu Secondary School shows that she experienced that students do not show interest in the teaching and learning of the Igbo language unlike other subjects such as English, Mathematics, Science subjects, etc.

This affirms Fortune-Nwakamma (2024) idea who reported that the teaching of the Igbo language as a second language is hindered by shortages of competent teachers, unlimited instructional resources and students’ preference for English language communication. These factors have negatively affected students’ proficiency and interest in learning the Igbo language.

Some innovative methods introduced by the Igbo language teacher in her classes include discussion method, story-telling method and dramatization method only. Ezepue et al. (2023) support the need for participatory teaching approaches that encourage active student involvement rather than traditional lecture methods as such approaches help learners develop greater interest, confidence and communicative competence in the target language.

Question No. 3 shows that technology has improved students’ participation actively such as online platforms like WhatsApp, online classes, though, the challenges are that most students cannot afford smart phones, so also cannot afford data while power supply cannot be overemphasized.

Question No. 4 indicates that students respond faster on the new teaching strategies other than that of traditional method.

Lastly, question No. 5 shows truly that students’ participation learning outcome is always effective and lively.

Table 2:

From the responses as tabulated above, the Respondent B from Obiangwu Secondary School shows that the teaching and learning of Igbo language in the school is at the verge of extinction. Students are not interested except few of them.

Question No. 2 shows that the innovative methods introduced by the respondent in her classes were discussion method, planned repetition method, enquiry method and collaboration method.

Question No. 3 shows that technology such as digital platforms, mobile apps or online resources have influenced the Igbo language teaching and learning. Though, unfortunately few students have smart phones for online resources such as Google classroom, etc.

No. 4 question indicated that new strategies enhance teaching and learning, other than the old method of teaching and learning.

Question 5 above shows actually that both story-telling, dramatization, etc. incorporated are always effective due to students engage fully in class activities.

6. Discussion of Findings

This study was carried out by the researchers last year 2024 in some selected secondary school in Ngor-Okpala. The populations sampled for this study were from Ngor-Okpala where these public schools are situated which was randomly selected to know the extent language teachers use new methods, strategies and effective use of instructional materials in the teaching and learning process of the language.

Therefore, two Igbo language teachers were interviewed from the total of five public schools visited.

Findings reveal that Igbo language teaching and learning in secondary schools continues to face challenges related to instructional resources, teacher preparedness and learner attitudes. However, innovative learner-centered methods and the integration of digital technologies have shown considerable potential for improving students’ engagement, comprehension and overall learning outcomes. These findings justify the need for further investigation into innovative teaching strategies for enhancing Igbo language teaching and learning in secondary schools in Ngor-Okpala.

7. Conclusion

This study revealed that innovative teaching methods significantly improve students’ interest, participation and understanding of the Igbo language in secondary schools in Ngor- Okpala. The integration of digital tools and interactive instructional strategies enhances the effectiveness of language teaching and learning. Despite challenges such as inadequate resources and limited technological facilities, these innovations contribute positively to students’ academic performance. Therefore, greater support for teacher training, educational technology and indigenous language promotion is essential for sustaining effective Igbo language education.

8. Recommendations

The writers of this research work recommend the following:

i. The government should implement the use of indigenous languages in schools, especially at secondary school level before they qualify to further their higher education.

ii. Igbo language teachers should obtain higher degrees in the language (Igbo).

iii. The government should organize seminars and workshops for both the teachers and the students free of charge periodically.

iv. There should be inter-school competitions such as quiz, reading, debate, drama, creative writing, etc. from time to time for students.

v. Parents should encourage their wards to speak their mother tongue other than English language.

vi. The government should motivate both the teachers and the students on merit and especially of good conduct from time to time to encourage them and promote the language.

vii. Conferences should be held at least quarterly for every Igbo language teacher where all the innovations/strategies are being outlined and treated.

viii. The curriculum planners should ensure they incorporate Igbo language just as other subjects and let the school authorities give it urgent attention. If all these recommendations are implemented, the teaching and learning of Igbo language will stand and achieve its stated objectives.

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