TEACHERS' PERSPECTIVES IN THE INPMENTATION OF LANGUAGE POLICY IN THE LOWER BASIC SCHOOLS IN EDO STATE

This study examines teachers' perspectives on the implementation of Nigeria's National Language Policy on Education (NLPE) , which mandates the use of mother tongue (MT) or language of the immediate environment (LIE) as the medium of instruction in lower basic schools (Primary 1-3) in Edo State. The research addresses persistent implementation gaps despite policy provisions for cultural preservation, social cohesion, national identity and improved learning outcomes. Guided by five research questions focusing on challenges, material-performance relationships, attitudes, institutional support, and motivational factors, a descriptive survey design was employed. Data were collected via a structured questionnaire (TPLPIQ) from 90 teachers across Edo State's three senatorial districts, with 88 usable responses (97.8% return rate). Analysis used frequency counts and percentages. Findings reveal substantial discord between policy directives and actual classroom practice. While teachers acknowledge the cognitive and cultural benefits of mother tongue instruction, implementation remains largely ineffective due to systemic challenges including: scarcity of instructional materials in indigenous languages (Edo, Esan, Etsako, and others), inadequate pre-service and in-service training on bilingual pedagogy, linguistic heterogeneity within classrooms, parental preference for English-only instruction, and lack of standardized orthographies for some local languages. Teachers expressed concerns about abrupt language transitions affecting pupils' academic performance and noted that policy implementation varies significantly between urban and rural schools. The study recommends policy review to reflect ground realities, investment in vernacular curriculum development, sustained teacher capacity building, community sensitization on mother tongue education benefits, and establishment of monitoring mechanisms to support teachers in implementing language policy effectively while preserving indigenous languages and enhancing educational quality