THE ROLE OF SOCIAL MEDIA IN PROMOTING AND PRESERVING INDIGENOUS LANGUAGES IN SECONDARY SCHOOLS IN THE NORTH CENTRAL ZONE OF NIGERIA

Abstract

This study examined the role of social media in promoting and preserving indigenous languages in secondary schools in the North Central Zone of Nigeria. Descriptive survey design was adopted for the study. The study involved 450 respondents, comprising of 420 secondary school students and 30 teachers from Benue, Niger, and Kogi states. Proportionate and purposive sampling techniques were employed to select schools and participants. Data were collected through interviews and a validated questionnaire, "Exploration of Social Media for the Advancement of Indigenous Languages in Secondary Schools (ESMAILSS)." Descriptive statistics were used for analysis.The findings indicate a positive acceptance of indigenous languages in classroom settings, their use as a medium of instruction, and engagement in conversations by both students and teachers. Social media platforms are perceived as effective contributors to language preservation, presenting an opportunity for leveraging them to enhance preservation efforts. Factors influencing the decline of indigenous language usage include students' preference for other languages, insufficient teaching resources, and the influence of Western cultures. Recommendations include integrating social media into the language curriculum, providing teacher training programs, involving local communities, supporting language learning apps, organizing cultural events, and collaborating with social media companies. Implementation of these recommendations can contribute to the advancement and preservation of indigenous