Investigating the Efficacy of Integrating Nigerian Cultural Texts into the English Language Curriculum for Secondary School Students

Abstract

The integration of cultural texts into educational curricula has garnered global attention as a method to foster cultural appreciation, identity, and linguistic proficiency. Acknowledging the importance of cultural identity in education, educators and policymakers increasingly agree on the necessity of including indigenous cultural elements in academic programs. However, the adoption of culturally inclusive practices in the English language curriculum within Nigerian secondary schools remains limited. A gap persists between students' cultural heritage and the materials they encounter in the classroom, potentially impeding their language acquisition and cultural comprehension. This study aims to address this issue by examining the effectiveness of incorporating Nigerian cultural texts into the English language curriculum for secondary school students. Employing a mixed-methods approach, the study conducts qualitative analyses of curriculum materials and classroom observations alongside quantitative assessments of students' language proficiency and cultural awareness. The study finds that the inclusion of Nigerian cultural texts positively influences students' language skills, cultural understanding, and engagement with the curriculum. The study further uncover that students exhibit heightened pride in their cultural heritage and enhanced academic performance. The study’s gain is that it advocates for culturally inclusive curricula that mirror the diverse identities of students, thereby enhancing their educational experiences.