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Bridging theory and practice: National language policy and mother tongue documentation for effective implementation Nwachukwu, Emmanuel lucas; Joseph, Christopher
Journal of Language and Pragmatics Studies Vol. 3 No. 1 (2024): April 2024
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v3i1.45

Language is a fundamental component of identity and culture, significantly shaping a nation's socio-political landscape. Recognizing this, nations continuously strive to preserve their indigenous languages. This paper explores the gap between theory and implementation in Nigeria’s national language policy, focusing on its role in preserving, revitalizing, and documenting mother tongues. It examines key challenges, including the scarcity of instructional materials and the shortage of qualified teachers for indigenous languages. The study highlights how effective implementation of the national language policy can extend mother tongue revitalization beyond formal education. Guided by the Language Ecology Model and David Crystal’s theory of language revitalization, this study employs a descriptive analytical methodology. By analyzing both current and historical data, it identifies critical gaps in policy execution. The findings emphasize that bridging the gap between policy and practice requires government commitment, particularly in resource allocation for instructional materials and teacher training. Furthermore, the study underscores that preserving and revitalizing endangered indigenous languages demands a holistic approach beyond classroom instruction. It calls for sustained efforts from governments and stakeholders to cultivate a cultural environment where indigenous languages are actively used and valued. Strategies such as fostering intergenerational language transmission, leveraging technology, and systematically documenting linguistic resources are essential. In conclusion, ensuring the successful implementation of Nigeria’s national language policy is a complex yet vital task. A comprehensive, multifaceted approach that integrates education, cultural engagement, and technological innovations is crucial to preserving linguistic heritage. This study advocates for increased policy-driven action to safeguard and promote indigenous languages, ensuring their survival and relevance in contemporary society.

Education and Character Reformation in Nigeria Contemporary Society: Challenges and Prospects Nwachukwu, Emmanuel Lucas; Azuka, Chukwuma Victoria; Ikechukwu, Unegbu Lasbrey
Journal of Education Method and Learning Strategy Том 2 № 03 (2024): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v2i03.917

Education is a transformative tool that is critical to the progress and development of a nation. The goal of true education is more than the cognitive development and creative thought processes. It is also about character molding of a person, making a holistic individual. It is true that the foundation of a quality education is character. An individual's education cannot be complete without character, and the knowledge they have acquired will not benefit Nigerian society or themselves unless their character is transformed. This study identifies character deficit as a major challenge in Nigeria contemporary society. The research examines the issues and prospects, and how education can be applied through character reformation to address the problems. To achieve the purpose of this study, qualitative method research is utilized. It relies on secondary data collected from text books, journal articles, and was analyzed in relation to the scope of the study (Nigeria). The theoretical framework is drawn from the social learning theory of Albert Bandura’s and moral development theory of Jean Piaget which set out the progressive model on how the Nigerian society can be morally re-engineered to produce citizens that will contribute to the progress and growth of Nigeria. It concludes and recommends that an integrative and consensus approach be adopted to achieve this objective.

Education and Character Reformation in Nigeria Contemporary Society: Challenges and Prospects Nwachukwu, Emmanuel Lucas; Azuka, Chukwuma Victoria
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 12 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i12.253

Education is a transformative tool that is critical to the progress and development of a nation. The goal of true education is more than the cognitive development and creative thought processes. It is also about character molding of a person, making a holistic individual. It is true that the foundation of a quality education is character. An individual's education cannot be complete without character, and the knowledge they have acquired will not benefit Nigerian society or themselves unless their character is transformed. This study identifies character deficit as a major challenge in Nigeria contemporary society. The research examines the issues and prospects, and how education can be applied through character reformation to address the problems. To achieve the purpose of this study, qualitative method research is utilized. It relies on secondary data collected from text books, journal articles, and was analyzed in relation to the scope of the study (Nigeria). The theoretical framework is drawn from the social learning theory of Albert Bandura’s and moral development theory of Jean Piaget which set out the progressive model on how the Nigerian society can be morally re-engineered to produce citizens that will contribute to the progress and growth of Nigeria. It concludes and recommends that an integrative and consensus approach be adopted to achieve this objective.

Inclusive Instructional Design for Neurodiverse Learners Nwachukwu, Emmanuel Lucas; Chukwuma Victoria AZUKA; Calvin Ronchen WEI; Unegbu Lasbrey IKECHUKWU
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.324

The variations in the cognitive processes through which neurodiverse learners perceive, acquire knowledge, and engage with their surroundings are construed as inherent cognitive diversity, analogous to the biodiversity observed in the natural ecosystem. These variations are a mix of distinctive abilities and difficulties for learners. Consequently, there is a need for interventions aimed at establishing inclusive learning environments through instructional design that will help neurodivergent learners excel in learning environments. Inclusion and equity in education may remain mere statements if it fails to focus on infusing teaching with support and resources to a broad spectrum of learners which includes neurodivergent learners. Neurodiversity refers to the natural variation in human brain function and the resulting differences in how individuals learn, process information, and interact with the world. This spectrum encompasses a wide range of conditions, each with its own unique set of strengths and needs. This paper explores how instructional design can be inclusive and aligned to create a supportive learning environment for neurodiverse learners to foster equity in education. This literature-based approach adopts Vygotsky Social Constructionist Theory, which envision an inclusive model for special learners. The study concludes that by recognizing and accommodating the unique differences of these learners, adopting inclusive instructional design can help unlock the potential of neurodiverse learners and create a more inclusive learning environment.

Inclusive Instructional Design for Neurodiverse Learners Azuka, Chukwuma Victoria; Wei, Calvin Ronchen; Ikechukwu, Unegbu Lasbrey; Nwachukwu, Emmanuel Lucas
Basic and Applied Education Research Journal Vol 5 No 2 (2024): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baer.05.02.01

The variations in the cognitive processes through which neuro-diverse learners perceive, acquire knowledge, and engage with their surroundings are construed as inherent cognitive diversity, analogous to the biodiversity observed in the natural ecosystem. These variations are a mix of distinctive abilities and difficulties for learners. Consequently, there is a need for interventions aimed at establishing inclusive learning environments through instructional design that will help neurodivergent learners excel in learning envi-ronments. Inclusion and equity in education may remain mere statements if it fails to focus on infusing teaching with support and resources to a broad spectrum of learners which includes neurodi-vergent learners. Neurodiversity refers to the natural variation in human brain function and the resulting differences in how individ-uals learn, process information, and interact with the world. This spectrum encompasses a wide range of conditions, each with its own unique set of strengths and needs. This paper explores how instructional design can be inclusive and aligned to create a sup-portive learning environment for neurodiverse learners to foster equity in education. This literature-based approach adopts Vygot-sky Social Constructionist Theory, which envision an inclusive model for special learners. The study concludes that by recognizing and accommodating the unique differences of these learners, adopting inclusive instructional design can help unlock the poten-tial of neurodiverse learners and create a more inclusive learning environment.

Inclusive Instructional Design for Neurodiverse Learners Azuka, Chukwuma Victoria; Wei, Calvin Ronchen; Ikechukwu, Unegbu Lasbrey; Nwachukwu, Emmanuel Lucas
Educational Studies and Research Journal Vol. 1 No. 3 (2024): Educational Studies and Research Journal
Publisher : MID Publisher International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14015758

The variations in the cognitive processes through which neurodiverse learners perceive, acquire knowledge, and engage with their surroundings are construed as inherent cognitive diversity, analogous to the biodiversity observed in the natural ecosystem. These variations are a mix of distinctive abilities and difficulties for learners. Consequently, there is a need for interventions aimed at establishing inclusive learning environments through instructional design that will help neurodivergent learners excel in learning environments. Inclusion and equity in education may remain mere statements if it fails to focus on infusing teaching with support and resources to a broad spectrum of learners which includes neurodivergent learners. Neurodiversity refers to the natural variation in human brain function and the resulting differences in how individuals learn, process information, and interact with the world. This spectrum encompasses a wide range of conditions, each with its own unique set of strengths and needs. This paper explores how instructional design can be inclusive and aligned to create a supportive learning environment for neurodiverse learners to foster equity in education. This literature-based approach adopts Vygotsky Social Constructionist Theory, which envision an inclusive model for special learners. The study concludes that by recognizing and accommodating the unique differences of these learners, adopting inclusive instructional design can help unlock the potential of neurodiverse learners and create a more inclusive learning environment.

The use of adverbs in Ngor-Okpala dialect of Igbo Nwachukwu, Emmanuel Lucas
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 1 (2025): March 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i1.217

Adverbs play a crucial role in language by providing additional information about various elements of a sentence such as verbs, adjectives, other adverbs, prepositional phrases, subordinate clauses, and even complete sentences. Very little attention has been given to usage-based approach to parts of speech, particularly the use of adverbs in different dialects, this study investigates the use of adverbs in Ngor-okpala dialect of Igbo. Adverbs in Igbo language is known as Nkwuwa or Enyemaka Ngwaa, Adverbs in the dialect are used to answer questions such as "Olee ?- where, Olee nke- which, Olee otu- how, Olee onye-who, Olee mgbe-when, Olee ihe-what, etc. It aims to understand their role, their varied usage, the implications they hold for linguistic expression and impact in the dialect. The study adopts a descriptive approach, identifying and analyzing adverbs and their usage in the Ngor-Okpala dialect, to reveal patterns of usage, syntactic structures, and semantic implications. This work adopts the Universal grammar theory. The study reveals that the use of various adverbs in the Ngor-okpala dialect help to convey details about how, when, where, how often, or to what extent an action occurs or a quality is expressed in the dialect, intensifying the meaning of the words they modify, making them a significant component of linguistic expression in Ngor-okpala dialect. The study concludes that adverb is an essential component of the dialect’s linguistic expression, providing various details about actions, qualities, and relationships within sentences. An understanding of this is crucial for effective communication in the dialect where precision and clarity are paramount.

Education and Character Reformation in Nigeria Contemporary Society: Challenges and Prospects Nwachukwu, Emmanuel Lucas; Azuka, Chukwuma Victoria; Ikechukwu, Unegbu Lasbrey
Educational Studies and Research Journal Vol. 1 No. 2 (2024): Educational Studies and Research Journal
Publisher : MID Publisher International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12155585

Education is a transformative tool that is critical to the progress and development of a nation. The goal of true education is more than the cognitive development and creative thought processes. It is also about character molding of a person, making a holistic individual. It is true that the foundation of a quality education is character. An individual's education cannot be complete without character, and the knowledge they have acquired will not benefit Nigerian society or themselves unless their character is transformed. This study identifies character deficit as a major challenge in Nigeria contemporary society. The research examines the issues and prospects, and how education can be applied through character reformation to address the problems. To achieve the purpose of this study, qualitative method research is utilized. It relies on secondary data collected from text books, journal articles, and was analyzed in relation to the scope of the study (Nigeria). The theoretical framework is drawn from the social learning theory of Albert Bandura’s and moral development theory of Jean Piaget which set out the progressive model on how the Nigerian society can be morally re-engineered to produce citizens that will contribute to the progress and growth of Nigeria. It concludes and recommends that an integrative and consensus approach be adopted to achieve this objective.

Impact of Exclusion on Minoritized Learners: Promoting Educational Equity as an Imperative for Sustainable Development Nwachukwu, Emmanuel Lucas; Chukwuma, Victoria Azuka; Ubani, Gift Adaoma; Nwokorie, Godson Chidi; Joseph, Christopher Chinedu
Journal of Education Method and Learning Strategy Том 3 № 03 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i03.1865

Despite global advocacy for educational equity, many educational systems across the world continue to fail in providing a truly inclusive education especially directed to disadvantaged learners like those from low-income families, and those from ethnic and racial minorities who may encounter systemic bias, thus exacerbating cycles of social inequity. This raises critical concern about the systemic barriers faced by minoritized learners such as persistent issue of underrepresentation, economic disparities, discrimination and bias, and unequal access to resources, and the broader implications of these barriers on social development, which consequently limits their potential for personal and social advancement. This review paper examines how inclusive education rooted in equity-focused policies and practices can empower marginalized learners by enhancing their academic and career opportunities, thereby advancing social mobility, this, in turn, ensures broader social development by reducing inequalities and promoting inclusive growth. The method adopted to examine this topic is literature-based analyses, which will help to build a comprehensive understanding of the issues raised, identify effective strategies, and recognize areas needing improvement for further study. The paper concludes that there is need for widespread policy changes and a concerted effort by educators, policymakers, and other critical stakeholders to prioritize inclusivity in education, to create equitable, socially responsible education systems that leave no learner behind, reduce inequalities and broaden social development which represents the broad improvements in societal well-being and progress that arise when all individuals have equitable opportunities to succeed.

The Impact of Exclusion on Minoritized Learners: Promoting Educational Equity as an Imperative for Sustainable Development Nwachukwu, Emmanuel Lucas; Chukwuma, Victoria Azuka; Ubani, Gift Adaoma; Nwokorie, Godson Chidi; Joseph, Christopher Chinedu
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.547

Global education systems frequently fail to provide truly inclusive education for disadvantaged learners (low-income, ethnic/racial minorities), often due to systemic bias and unequal resource access. This exacerbates social inequality and limits their potential for social advancement. The purpose of this paper is to propose that equity-focused inclusive education is a strategic tool for empowering marginalized learners, thereby enhancing social mobility and promoting broader social development. The method used is a literature-based analysis to understand the issues and identify effective global strategies. The results suggest that equity interventions significantly break the cycle of social inequality and improve success for minority learners. The conclusion stresses the urgent need for widespread policy changes and a concerted effort from all stakeholders. Prioritizing inclusivity is essential to create just, socially responsible education systems that ensure all individuals have equitable opportunities to succeed.

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