DECLINE IN INDIGENOUS LANGUAGE PROFICIENCY: A STUDY OF YORUBA LANGUAGE TEACHING IN NIGERIAN SECONDARY SCHOOLS

This paper examines the decline in Yoruba language proficiency in Nigerian secondary schools through the lens of Sociocultural Theory as propounded by Lev Vygotsky. Despite government’s recognition of indigenous languages in educational policies, Yoruba language teaching continues to experience declining students’ interest and reduced functional usage, particularly among urban learners. The study adopts a qualitative, desk-based methodology involving a critical review of recent literature (2020–2025) on Yoruba language education, sociocultural learning, and language policy in Nigeria. Findings reveal that sociocultural principles such as collaborative learning, culturally situated instruction, and community participation remain inadequately integrated into Yoruba language pedagogy. Although recent studies emphasise the value of culturally responsive teaching and social interaction in language acquisition, classroom practices largely remain teacher-centred and examination-oriented. The dominance of English and the limited incorporation of indigenous cultural knowledge further contribute to the marginalisation of Yoruba in formal education. The study finds that learners demonstrate improved engagement, cultural awareness, and language proficiency when sociocultural elements such as peer interaction, oral traditions, and community-based learning activities are incorporated into instruction. Furthermore, technology-supported and context-based teaching approaches show significant potential for enhancing indigenous language learning. The paper recommends the adoption of socioculturally grounded teaching strategies, continuous teacher training, and the integration of culturally relevant materials and digital resources. These measures are essential for improving learning outcomes and promoting the sustainability of Yoruba language in contemporary Nigerian society. Keywords:Yoruba Language Education, Sociocultural Theory, Indigenous Language, Language Revitalization, Collaborative Learning.