Exploring Mother Tongue Instruction Policy for Yoruba in Enugu State Public Primary Schools

Nigeria's language-in-education policy prescribes mother tongue instruction in the first three years of primary education, yet the implementation of this policy for minority language communities in non-native language zones presents significant practical challenges. This study explores mother tongue instruction policy for Yoruba in public primary schools serving Yoruba-speaking communities in Enugu State, South East Nigeria. Using a qualitative policy analysis design, data were collected from 15 school administrators, 25 class teachers, and officials of Enugu State Universal Basic Education Board through interviews and documentary analysis of school records. The study examines the gap between official language-in-education policy and classroom practice, identifying structural, attitudinal, and resource-based barriers to mother tongue instruction. The theoretical framework draws on language planning and policy theory, with particular reference to implementation studies. Existing literature on mother tongue instruction in Nigeria has primarily focused on majority language zones in the southwest and north, with the situation of Yoruba speakers in the South East remaining undocumented. This study fills that geographical and contextual gap. The research investigates whether Yoruba-medium teaching materials are available in Enugu schools, whether teachers are qualified to deliver Yoruba instruction, and how community attitudes toward Yoruba-medium education influence policy uptake. Findings are expected to reveal significant implementation deficits. Recommendations will address state-level policy support, material supply, and community engagement strategies for minority mother tongue education. Keywords: mother tongue instruction, Yoruba, Enugu State, language policy, primary education.