Unspoken Contradictions: The Linguistic Landscape of Nigerian Primary Schools and the National Policy on Education

Abstract

This study seeks to investigate the representation and prominence of Nigerian indigenous languages in school signage with a view to assessing the extent to which the linguistic landscape of primary schools reflects or contradicts official language-in-education policy. It draws on Johnson and Walsh’s (2019) Explanatory Sequential Design (QUAN → QUAL) within a Mixed Methods–Grounded Theory. To analyze photographic documentation of school signage and explore the factors influencing their language choices in school signage.

Author

• Abisola Felicia Aiyeola, University of Nebraska-Lincoln