An Evaluation of Yoruba Language Textbooks Used in Senior Secondary Schools in Lagos State

Textbooks are among the most influential pedagogical tools in formal language education, shaping learner exposure to language models, cultural content, and communicative competence frameworks. This study evaluates the quality and effectiveness of Yoruba language textbooks currently in use in senior secondary schools in Lagos State, South West Nigeria. Using a content analysis methodology, eight textbooks approved by the Lagos State Ministry of Education for Senior Secondary 1 to 3 Yoruba language instruction were systematically evaluated using an adapted textbook evaluation framework covering content accuracy, cultural relevance, linguistic authenticity, skill coverage, and physical production quality. Supplementary data were collected from 60 Yoruba language teachers who used these textbooks, through a structured questionnaire. The theoretical framework draws on language pedagogy evaluation criteria and curriculum alignment theory. Existing literature on Nigerian language textbook evaluation has concentrated on English language materials, with Yoruba-specific textbook evaluations being scarce in the peer-reviewed literature. This study addresses that disciplinary gap. The research examines whether current Yoruba textbooks adequately represent all four language skills, whether cultural content reflects contemporary Yoruba social realities, and whether exercises are designed to promote communicative competence rather than rote memorisation. Findings are expected to identify significant deficiencies in oral skills integration and contemporary cultural relevance. Recommendations will address the development of new-generation Yoruba textbooks aligned with communicative language teaching principles. Keywords: textbook evaluation, Yoruba language, senior secondary schools, Lagos State, language pedagogy.