Perceptions of Igbo Language Relevance Among Secondary School Students in Makurdi, Benue State

This study investigates the perceptions of secondary school students regarding the relevance of the Igbo language in Makurdi, Benue State, North Central Nigeria. Makurdi is a predominantly Tiv-speaking environment in which Igbo functions as a minority community language maintained largely by resident Igbo migrant families. Understanding how adolescents from both Igbo and non-Igbo backgrounds perceive the value, utility, and cultural significance of Igbo has important implications for language policy and heritage language education planning. A survey design is adopted, with a structured questionnaire administered to three hundred and fifty students across six secondary schools selected by stratified random sampling. Data are analysed using descriptive statistics and one-way analysis of variance. Findings reveal that Igbo students report significantly higher perceptions of Igbo relevance than non-Igbo peers, though both groups rate the language lower in career utility than English. Cultural pride and family communication are identified as the primary perceived value domains among Igbo respondents. Non-Igbo students largely express interest in learning basic Igbo for social integration purposes. The study identifies a relevance deficit in how Igbo is positioned within the Makurdi school environment and recommends advocacy campaigns linking Igbo language proficiency to professional and civic opportunities. Keywords: language perception, Igbo language, secondary school, Makurdi, minority language.