Attitudes of Yoruba Parents Toward Mother Tongue Education in Port Harcourt, Rivers State

Parental attitudes toward mother tongue education are a critical determinant of children's home language maintenance and school language performance. This study investigates the attitudes of Yoruba parents toward mother tongue education for their children in Port Harcourt, Rivers State, South South Nigeria. A descriptive survey design was adopted, with data collected from 160 Yoruba parents in Port Harcourt City and Obio-Akpor local government areas using structured questionnaires and focus group discussions. The study examines attitudinal dimensions including perceived usefulness of Yoruba education, emotional attachment to the language, willingness to support school-based Yoruba instruction, and views on the relationship between Yoruba literacy and children's academic success. The theoretical framework draws on language attitude theory, specifically Gardner's socio-educational model, and Fishman's intergenerational transmission theory. Existing literature on minority language education attitudes in Nigeria has primarily focused on urban Lagos and Abuja, with Port Harcourt Yoruba diaspora communities remaining underrepresented. This study addresses that geographical and community-specific gap. The research investigates whether attitudes vary by parental education level, length of residence in Port Harcourt, and degree of intermarriage with non-Yoruba spouses. Findings are expected to reveal predominantly instrumental attitudes toward Yoruba education, with emotional and identity-based motivations more prominent among first-generation migrants. Recommendations will address community sensitisation and the establishment of Yoruba cultural and language programmes in Port Harcourt Yoruba associations. Keywords: parental attitudes, mother tongue education, Yoruba, Port Harcourt, language maintenance.