Linguistic Vitality: Fortification of Hausa Second Language Learning (L2) Across Schools in Kogi State

Linguistic vitality is fundamental to the preservation of cultural heritage, national integration, and sustainable multilingual education in Nigeria. However, the learning of Hausa as a second language (L2) has experienced declining enrolment and limited institutional support in many schools across Kogi State, thereby threatening its vitality within formal educational settings. This study examined the fortification of Hausa second language (L2) learning across schools in Kogi State. Specifically, the study investigated the implementation of Nigeria's National Language Policy on Hausa L2, examined students' attitudes toward learning Hausa as a second language, assessed government commitment to Hausa L2 programmes, and identified strategies for strengthening Hausa second language learning. This study employed a descriptive survey design, drawing its population from students and teachers engaged in Hausa L2 programmes across selected schools in Kogi State. A census sampling approach was used to an accessible population of 25 participants, comprising of 20 students and 5 teachers. The instrument used for data collection, the Challenges and Opportunities in Hausa L2 Learning Questionnaire (COHLLQ), underwent expert validation and demonstrated acceptable reliability, with a coefficient of 0.71 established through both the test–retest method and Cronbach's Alpha. Descriptive statistics, specifically mean and standard deviation and Pearson Product Moment Correlation at the 0.05 significance level, were used to analyze the collected data. The findings revealed that although the National Language Policy provides a framework for Hausa L2 instruction, its implementation is constrained by inadequate instructional resources, insufficient government support, and limited teacher development. The study further established that students generally possess positive attitudes toward learning Hausa as a second language, while ICT integration, teacher professional development, provision of instructional materials, language clubs, and community participation were identified as effective strategies for strengthening Hausa L2 learning. The study concluded that sustaining the linguistic vitality of Hausa as a second language requires effective policy implementation, increased government commitment, improved instructional resources, and active stakeholder participation. It was recommended that government strengthen the implementation of the National Language Policy, increase funding for Hausa language education, provide continuous teacher training, integrate ICT into Hausa language instruction, and encourage community participation in promoting indigenous language learning.