TEACHERS’ KNOWLEDGE GAP AS A BLINDSPOT IN THE MOTHER TONGUE EDUCATION

Abstract

Mother tongue education plays a crucial role in promoting inclusive and effective learning environments, preserving cultural heritage, and fostering academic achievement. However, in Nigeria, the effective integration of the mother tongue into education faces numerous challenges, including the knowledge gap among teachers. This study examines the theoretical framework of language acquisition theories, including behaviourism, cognitivism, and constructivism, and their implications for mother tongue education. It explores the definition and importance of the mother tongue from linguistic, cultural, and psychological perspectives, highlighting its significance in cultural transmission and learning. The study identifies challenges in implementing mother tongue education in Nigeria, such as the lack of resources, language policy issues, and teacher training deficiencies. Furthermore, it discusses the impact of these challenges on teaching practices and student outcomes, emphasising the need for targeted interventions and supportive policies. Recommendations are provided to address the knowledge gap among teachers and promote effective mother tongue education, including investing in teacher training, developing teaching materials, promoting language policy reforms, and leveraging technology. By implementing these recommendations, Nigeria can foster linguistic diversity, preserve cultural heritage, and build an equitable and inclusive educational system that empowers all learners to succeed.