Assessing the Implementation of Yoruba Language Policy in Selected Private Secondary Schools in Lagos State

Private secondary schools in Nigeria occupy an increasingly dominant position in secondary education, yet their compliance with national Yoruba language teaching requirements is unevenly monitored and enforced. This study assesses the implementation of Yoruba language policy in selected private secondary schools in Lagos State, South West Nigeria. Using a descriptive survey and institutional audit design, data were collected from 30 private schools in Lagos Island, Surulere, and Alimosho local government areas through questionnaires administered to school administrators, Yoruba teachers, and WAEC examiners' reports. The study applies language policy implementation theory and educational governance frameworks to evaluate compliance levels, identify systemic barriers, and assess student performance outcomes in Yoruba language examinations. Existing literature on Yoruba language policy compliance in Nigeria has focused on public schools, with the growing private sector remaining poorly evaluated. This study addresses that significant policy and governance gap. The research investigates whether private schools timetable adequate Yoruba instructional hours, whether qualified Yoruba language teachers are recruited, and whether school administrators and parents support or undermine Yoruba language instruction. Findings are expected to reveal significant variation in policy compliance across school categories, with elite schools showing the lowest compliance rates due to parental pressure toward English-medium instruction. Recommendations will address regulatory enforcement mechanisms, parent engagement strategies, and incentive structures for private school Yoruba language compliance in Lagos. Keywords: language policy, Yoruba, private secondary schools, Lagos State, curriculum compliance.