Tonal Features of Ibibio and Their Implications for Language Learning Among Secondary School Students in Akwa Ibom State

This study examines the tonal features of the Ibibio language and explores their implications for language learning among secondary school students in Akwa Ibom State, South South Nigeria. Ibibio is a tonal language in which pitch distinctions carry lexical and grammatical meaning, yet tonal instruction in formal schooling contexts remains inadequate across the state's secondary curriculum. The research adopts a descriptive phonological approach within the theoretical framework of Autosegmental Phonology. Data were collected from 150 secondary school students in three government schools in Uyo and Eket, using structured tonal discrimination tasks, reading aloud exercises, and interviews with Ibibio language teachers. The study analyses patterns of tonal error, learner awareness of tone as a linguistic category, and the relationship between tonal performance and first language exposure. Findings indicate that students with higher levels of home use of Ibibio demonstrate significantly fewer tonal errors in formal assessment contexts, while students from English-dominant households exhibit systematic tonal confusion, particularly in distinguishing high and falling tones in multisyllabic words. The study argues that tonal instruction must be made explicit and systematic within the secondary school curriculum to support language maintenance. Recommendations are made for tone-focused pedagogical materials and teacher training programmes in Akwa Ibom State. Keywords: Ibibio, tonal phonology, language learning, Akwa Ibom State, autosegmental phonology.