Investigating the Use of Indigenous Songs in Mother Tongue Education in Bauchi State Primary Schools

This study investigates the use of indigenous songs as pedagogical resources in mother tongue education programmes within primary schools in Bauchi State, North East Nigeria. The Federal Government of Nigeria's policy on mother tongue instruction in early primary education provides an institutional framework for the use of indigenous languages; however, the incorporation of indigenous music as a teaching tool within this policy remains underexplored. This research examines whether and how teachers in selected primary schools in Bauchi and Dass local government areas integrate Hausa and Tangale indigenous songs into mother tongue lessons, identifying the types of songs used, the frequency of integration, and perceived learning outcomes. A mixed-methods design combines structured observations of 30 classrooms with questionnaires administered to 60 class teachers and interviews with 10 school heads. The study draws on mother tongue education literature, ethnomusicology, and language pedagogy research from West Africa. Findings are expected to reveal inconsistent and largely informal use of indigenous songs, driven by teacher initiative rather than curriculum guidance from education authorities. Recommendations address curriculum development, teacher training, and the production of mother tongue song resources for Bauchi's major indigenous languages. Keywords: Indigenous songs, mother tongue education, primary schools, Bauchi State, language pedagogy.