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Qualitative Exploration of the Cultural and Linguistic Impact of the English-Yoruba Parallel-Alphabets Package (EYPAP) In Primary Schools in Nigeria

Author

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  • Adenike Adeola, Akinrotimi

    (Department of Early Childhood Education, Adeyemi Federal University of Education, Nigeria)

  • Nkidi Caroline, Phatudi

    (Department of Early Childhood Education, University of South Africa)

Abstract

This study explores the cultural and linguistic impact of the English-Yoruba Parallel-Alphabets Package (EYPAP) in primary education, focusing on its role in preserving Yoruba language and identity. The research assesses how EYPAP enhances pupils’ appreciation of Yoruba culture and fosters bilingual proficiency. Using a qualitative approach, data was collected through focus group discussions and classroom observations with 11 primary school teachers in Ondo State. Findings indicate that EYPAP promotes cultural identity, strengthens bilingual literacy, and fosters linguistic pride. However, restrictive school policies limiting Yoruba use pose challenges. The study recommends expanding mother-tongue instruction beyond structured lessons and integrating cultural elements into bilingual curricula to sustain indigenous language preservation in Nigeria’s multilingual educational system.

Suggested Citation

  • Adenike Adeola, Akinrotimi & Nkidi Caroline, Phatudi, 2025. "Qualitative Exploration of the Cultural and Linguistic Impact of the English-Yoruba Parallel-Alphabets Package (EYPAP) In Primary Schools in Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 1767-1777, May.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-5:p:1767-1777
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    1. repec:bcp:journl:v:5:y:2021:i:10:p:496-501 is not listed on IDEAS
    2. Alexis Zickafoose & Olawunmi Ilesanmi & Miguel Diaz-Manrique & Anjorin E. Adeyemi & Benard Walumbe & Robert Strong & Gary Wingenbach & Mary T. Rodriguez & Kim Dooley, 2024. "Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030," Sustainability, MDPI, vol. 16(7), pages 1-16, March.
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