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All Journal Journal of Language, Literature, and Arts (JoLLA) Teaching, Learning, and Development
Ndibe, Princess Ngozi
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Arts Education Languange, Linguistic, Communication & Media Library & Information Science Other

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Dialect Leveling and Koine Formation Among Urban Igbo Speakers: A Socio-Phonetic Investigation Ndibe, Princess Ngozi; Chika, Anaekwe Rita
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.142

Abstract

This paper examines dialect leveling and koine formation among urban Igbo speakers from a socio-phonetic perspective. Drawing on theories of dialect contact and koineisation, as well as descriptive studies of Igbo dialectal diversity, the research investigates patterns of convergence, retention, and innovation in urban Igbo speech. A mixed-methods socio-phonetic design was employed, combining sociolinguistic interviews, reading tasks, and perception tests with acoustic analysis and quantitative variationist methods. The study was conducted in Onitsha, Enugu, and Awka and involved 120 stratified participants, focusing on variation in vowel quality, consonant realization, and tonal patterns. Findings reveal systematic phonetic changes, including vowel centralisation, consonant reduction, and tonal simplification, which collectively contribute to the emergence of an urban Igbo koine. These changes are strongly associated with social factors such as age, mobility, prestige orientation, media exposure, education, and social networks. The results suggest that rapid internal migration, intermarriage, and sustained contact in major commercial and administrative centers have accelerated dialect leveling, resulting in reduced variation and increased convergence across speakers. The emerging koine is perceptually linked to prominent urban hubs, particularly Onitsha and Enugu. The paper discusses the methodological framework, empirical findings, and social conditioning of phonetic change, and concludes by outlining implications for Igbo language policy, standardization, and future socio-phonetic research.
Assessing the influence of teachers’ teaching experience and educational qualification on the use of oral tradition in teaching Igbo language in secondary schools in South-East Nigeria Ndibe, Princess Ngozi
Journal of Language Literature and Arts Vol. 6 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um064v6i12026p77-91

Abstract

The declining use of indigenous languages among younger generations and the increasing reliance on textbook-based instruction have raised concerns about the sustainability of the Igbo language and its cultural heritage. This study examined the influence of teacher-related factors on the integration of oral tradition in Igbo language instruction at the secondary school level. A descriptive survey design was employed. The population comprised public secondary school Igbo language teachers, from which 500 respondents were selected using multistage sampling techniques. Data were collected using a validated questionnaire, and reliability was established through Cronbach’s alpha coefficient. Data analysis involved mean, standard deviation, and analysis of variance (ANOVA) using SPSS, with hypotheses tested at the 0.05 level of significance. The findings revealed a moderate level of oral tradition integration in Igbo language teaching. Folktales, storytelling, songs, and chants were more frequently utilized than proverbs and student-centered practice activities. Educational qualification significantly influenced teachers’ integration of oral tradition, whereas teaching experience showed no significant effect. Teachers generally perceived oral tradition as effective in enhancing students’ interest, retention, confidence, and academic performance, although its contribution to vocabulary development was comparatively lower. Major challenges identified included time constraints, inadequate curricular support, resource demands, and limited student interest. The study concludes that strengthening teacher training and continuous professional development is essential for enhancing the integration of oral tradition in Igbo language instruction, thereby supporting cultural preservation and improving learning outcomes.
Co-Authors Chika, Anaekwe Rita