Developing a Bilingual Early Childhood Curriculum Framework for Igbo-English Communities in Enugu State

Bilingual early childhood education that uses both Igbo and English as languages of instruction can enhance cognitive development and cultural identity while building English literacy foundations, and designing a bilingual framework for Enugu State addresses this important curriculum gap in South East Nigeria. This study developed a bilingual early childhood curriculum framework for Igbo-English communities in Enugu North, Igbo-Eze North, and Udi Local Government Areas, Enugu State. A professional framework development methodology was applied, drawing on language use mapping across 20 ECD centres, structured consultations with 18 ECD teachers, 10 linguists, and 8 bilingual education specialists, and review of international bilingual ECD curriculum models from Canada, Ireland, and South Africa. Language mapping confirmed that 73 percent of enrolled children entered ECD as dominant Igbo speakers, yet 85 percent of instruction was exclusively in English. The curriculum framework specifies a language allocation schedule across domains and time periods, Igbo-medium daily circle time, English-medium pre-literacy activities, and code-switching guidance for teachers. Igbo-language activity cards, songs, and storybook lists are provided. Expert review by 12 specialists confirmed the framework's linguistic and pedagogical coherence. Recommendations include piloting in 20 government ECD centres with linguist oversight, development of Igbo ECD teacher resources through Enugu State University, and annual language outcome evaluation tracking both Igbo and English development.

Keywords: bilingual curriculum, early childhood education, Enugu State, Igbo-English, language of instruction