PROMOTING Yorùbá LANGUAGE LITERACY IN GENERAL STUDIES CURRICULUM: STRATEGIES AND IMPACTS

• Badirat Adeola Saadu

  Adeyemi Federal University of Education, Ondo.

  Author

• AUTA, Elijah Anokun

  Author

This study explores the integration of Yorùbá language literacy into

Nigeria's general studies curriculum as a strategy for sustainable development. It addresses the decline in Yorùbá proficiency and the neglect of indigenous languages in existing research, which has largely focused on Western languages. Adopting a descriptive survey design, the study sampled 150 lecturers from General Studies programs across various departments. Data were collected using a validated, researcher-designed questionnaire with a reliability coefficient of 0.82. Lecturers' perspectives on the implementation, strategies, and impacts of Yorùbá literacy promotion were gathered. Data analysis employed mean scores, rank order, t-tests, and ANOVA, all tested at the 0.05 significance level. Findings revealed that integrating Yorùbá language literacy significantly improved lecturers' teaching strategies and positively enhanced students' language proficiency and cultural awareness. The study concludes with policy recommendations advocating for robust curriculum design, increased investment in teacher training, and the expansion of digital and community-based initiatives.

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