From Home to Diaspora: Tracing the Decline of Igbo Language Fluency Across Generations
Lovejane Chinaza Chidi-Iwobi
Abstract
This study investigates the decline of Igbo language fluency across generations, both within Nigeria and in the diaspora, highlighting sociocultural, educational, and intergenerational factors contributing to language attrition. The research draws on historical and contemporary observations, including the policy shift in some Eastern Nigerian universities that mandated Igbo language instruction for all first-year students, reflecting national efforts to preserve the language in response to warnings by international linguistic bodies such as UNESCO regarding the risk of extinction.
Despite these measures, fluency continues to wane, influenced by parental language choices, educational practices, and sociolinguistic perceptions. Many families prioritize English over Igbo, associating English proficiency with social prestige, economic opportunity, and modern identity, leading to diminished intergenerational transmission of the mother tongue. This study further observes the manifestation of this trend among second-generation diaspora youth, where even children of Igbo heritage often lack basic linguistic competence.
The research is informed by the author’s background in Igbo linguistics and extensive pedagogical experience teaching Igbo both in Nigeria and the UK, providing both empirical and experiential insights. It employs qualitative and quantitative methodologies, including surveys, interviews, and classroom observations, to trace the historical, social, and psychological roots of language decline and to identify actionable strategies for preservation.
This study is significant for its contribution to the global discourse on minority language maintenance, heritage language pedagogy, and multicultural education. It offers a comparative lens for understanding language attrition dynamics in diaspora contexts, demonstrating relevance to international scholarship and to multicultural societies, including the UK. Findings underscore the urgency of targeted educational interventions, culturally grounded policy, and community-based initiatives to sustain linguistic diversity and cultural heritage.
Key Words: Igbo language; language attrition; intergenerational transmission; diaspora communities; linguistic preservation; cultural identity; education policy; minority languages; multilingualism; Nigeria; United Kingdom
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