Teaching German as a Heritage Language to Second-Generation Nigerian-German Students: An Exploratory Study

This exploratory study examines the experiences of second-generation Nigerian-German students in learning German as a heritage language, drawing on interviews with students enrolled at Lagos State University, in Lagos State within the South West geopolitical zone. Heritage language learners represent a unique and growing population within Nigerian German language education, as increasing numbers of Nigerian families with ties to German-speaking countries seek formal instruction for their children. The study employs a qualitative phenomenological design, conducting semi-structured interviews with 15 students who identify German as a language spoken in their family homes but who received primary and secondary education in Nigeria. The interviews explore language maintenance practices, emotional connections to German, motivational patterns, and the perceived effectiveness of standard university German programmes in meeting their needs. Findings suggest that heritage learners occupy a complex and often unacknowledged position within German language classrooms, frequently possessing conversational fluency but lacking formal grammatical competence. Many report feeling neither fully integrated into standard beginner classes nor adequately challenged by advanced options. The study recommends the development of differentiated instructional pathways for heritage language learners within Nigerian German language departments. Keywords: heritage language, German, second-generation, Lagos State University, language maintenance.