Ákụ́óyìbó Nsugbe Journal of the School of Languages

The role of indigenous languages in communicating menstrual hygiene to rural adolescents

2026-06-23T10:27:28+00:00

Menstrual health is a critical yet underexplored dimension of adolescent wellbeing that is profoundly shaped by language, culture, and communication practices. While existing reviews have focused largely on infrastructure, product access, and general education interventions, limited attention has been paid to how indigenous and mother-tongue languages mediate comprehension, stigma, and behavioural uptake. This systematic review synthesised evidence from 110 peer-reviewed journal articles, ethnographic monographs and chapters, and international technical reports to examine how household discourse, school-based instruction, community programmes, and vernacular media influence adolescents menstrual-health literacy, hygiene practices, stigma experiences, and school participation. Following PRISMA-guided screening and quality appraisal, findings were analysed using inductive thematic synthesis. Four interconnected themes emerged: indigenous-language instruction as a facilitator of comprehension; linguistic taboo and euphemism; mothers and female relatives as linguistic gatekeepers; school and community programmes as sites of discursive change. Across diverse global contexts, indigenous languages functioned simultaneously as resources for learning and as carriers of cultural ideologies that may reproduce silence unless deliberately reframed. The review concludes that menstrual-health education operates as an implicit form of language policy and argues for integrating multilingual pedagogy, participatory terminology development, caregiver engagement, and vernacular media into adolescent-health strategies. These insights position linguistic inclusion as central to equitable and sustainable menstrual-health interventions worldwide.

Exploration of styles of lexical compression and lexical formation rules in Computer Mediated Communication: Linguistic implications

2026-06-23T10:35:01+00:00

The gradual shift from the offline to online communication such as: short message services (SMS), 2go and whatsapp has given way to innovative language short forms, whose lexical compressions have permeated the linguistic characters of the texters. For about a decade now, there exists a growing body of research on mobile text messaging by linguists, but only few have been done in the area of lexical compression on Computer Mediated Communication (CMC) platforms. The objectives of the study focus on ascertaining the implicationsoflexical compressionon emergence of cyber linguistic orthography, cyber linguistic register and also to determine the effects on Computer Mediated Communication (CMC) platforms users. The data analysis was done using qualitative descriptive method to analyze the texters chats which the research obtained from the Computer Mediated Communication (CMC) platforms users. The research work finds out that lexical compression in Computer Mediated Communication (CMC) has resulted in the emergence of cyber linguistic orthography, cyber linguistic register, and finally proves that lexical compression in Computer Mediated Communication (CMC) provides a platform for users to create and practice phonemic activities which enhance their phonemic awareness.

Influence of using Phonics method of teaching reading and writing among pupils in Lower Basic Schools in Orumba South Local Government Area of Anambra State

2026-06-24T07:10:24+00:00

This study investigated the influence of using phonics method of teaching reading and writing among pupils in lower basic schools in Orumba South Local Government Area of Anambra State. Four research questions were formulated for this study. The total population of the study was four hundred and nine (409) teachers in the forty-three (43) government owned basic schools. Simple random sampling techniques was used to select one hundred and eighty- three (183) teachers in the lower basic classes. From the research questions, twenty-four (24) questionnaire items were drawn. Copies of the questionnaire were administered to all respondents and the data collected were analyzed using mean score. Based on the analysis, it was discovered that inadequate teacher programmes, limited instructional resources, pupils struggling to connect phonic sounds with written letters, lack of skills in phonics on the part of parents, teachers’ lack of knowledge, and lack of adequate practice on phonics skills by the pupils are some of the common causes of failure in phonics instruction. Furthermore, it was noted that phonics method of teaching influences reading and writing by making the pupils to easily decode words, build spelling accuracy, develop reading fluency, improve confidence in reading and writing, improve vocabulary development and reduce reading difficulties. Some of the strategies used in teaching of phonics in Orumba South lower basic schools includes, phonetic rhymes and music, small group interventions and the synthetic and analytic approaches.

Sociolinguistic implications of kidnapping, banditry and Yahoo Plus in society

2026-06-24T07:33:44+00:00

This study explores the sociolinguistic implications of kidnapping, banditry, and Yahoo Plus in contemporary Nigerian society, focusing on how these criminal activities influence language use, communication patterns, and social identity construction. Guided by the major objective of analyzing how non-violent criminal trends reshape everyday discourse and values, the study adopts a non-experimental descriptive design to observe natural linguistic data without manipulating variables. The rationale for the study is rooted in the growing normalization and glamorization of deviant behaviors in public and youth discourse, raising concerns about language's role in social deviance. Drawing from the Critical Discourse Analysis (CDA) framework, particularly Van Dijk’s Ideological Square Model, the study examines newspaper articles, song lyrics, and social media content, and street-level conversations. Findings reveal a proliferation of coded language, euphemisms, and valorized expressions such as “runs,” “blood money,” and “dem carry am,” which signal linguistic accommodation of crime. The study also uncovers how such discourse constructs identity and influences youth perceptions of success and morality. The significance lies in unveiling how language mirrors societal shifts and serves as a vessel for the transmission of deviant ideologies. Recommendations include integrating critical discourse education in schools, sensitizing media practitioners on ethical framing, and reviving indigenous proverbs that promote social ethics. This study contributes to sociolinguistic scholarship by offering empirical insight into how language interacts with societal crisis and suggesting pathways for discourse reform in crime-affected communities.

ASỤSỤỤZỌ MGBAKWASA ỤKWỤ N’ABAMAHA NDỊ IGBO

2026-06-24T11:47:57+00:00

Nchọcha a bụ maka asụsụ ụzọ mgbakwasa ụkwụ n’abamaha ndị Igbo. Ndị Igbo na-esite n’asụsụ ha akọwapụta onwe ha, ọnọdụ ha, ekpemekpe ha, echiche ha, nkwenye ha na-ezi akparamagwa ha tụmadị n’ebe ọ metụgasịrị aha ha na-aza.Nke a gosịrị na asụsụ bụ ụzọ ndị Igbo na-esị ezipụta ebumunuche na mmasi ha nwere banyere mpụtara aha ụfọdụ dị iche iche ha na-abagasị ụmụntakịrị ha tụmadị site n’asụsụ ha. Ha kwenyere na asụsụ bụ ụzọ mgbakwasaụkwụ n’abamaha na ndụ ha n’ihi na onye kpọọ ọba ya mkpọmkpọ ọba, agbataobi ewere ya kpoo ntụ. Ebe ọ bụ asụsụ ka e ji akọwapụta onwe. Ndị Igbo na-eji asụsụ akọwapụta aha ha nke bụ njịrịmara ndị. Nwanchọcha gbakwasara ụkwụ na atụtụ njieme. Ndi nchọcha a gbasoro usoro nkọwasi site n’ịgba ndị okenye Igbo ajụjụ ọnụ n’ụzọ pụrụ iche. Nwanchọcha bu n’uche ịkọwapụta mpụtara aha, uru ọ bara ma gosipụta ezi ụkpụrụ ya n’asụsụ Igbo. Aro nchọcha a bụ na ndị nne na nna ga-enye aka ịkụnye ezi ụkpụrụ na ndụ ụmụntakịrị site n’ izipụta ya n’akparamagwa na ndụ ha na-ebe tụmadị ebe ọ metụtara aha dị iche ịche ha na-azagasi. Ọzọ, ndị nne na nna ga-agbambọ ịba ụmụntakịrị ha aha nwere ezi mpụtara ma gbadosịa ụkwụ ike n’asụsụ Igbo. Nke a ga-eweta ọdịmma na ọganihu n’ebe ọ pụrụ ịche ma mee ka ndị Igbo bụrụ ndị nwere obi mmekọrịta mmadụ na ibe ya. Nchọcha a ga-abịa n’isi njedebe site n’ịchọpụtagasi ihe ga-enyere ndị Igbo aka ịga n’ihụ ma mee ka ha bụrụ ndị e ji ezi aha mara.

Fostering an ecological language classroom for social emotional learning

2026-06-24T15:24:34+00:00

This paper explores the intersection of ecological classroom environments and social emotional learning (SEL), especially in the language classroom, highlighting the critical role that SEL plays in promoting student academic achievement, social-emotional development, and overall well-being. By examining the nested systems of the ecological classroom environment, including microsystems, mesosystems, exosystems, macrosystems, and chronosystems, this paper demonstrates how SEL can be integrated into language classroom practices to create a supportive and inclusive learning environment. Through a comprehensive review of the literature, this paper synthesises the existing research on SEL and ecological classroom environments, providing insights into the mechanisms underlying effective SEL implementation and the benefits of SEL for students, teachers, and schools. The position of this paper has implications for educators, policymakers, and researchers seeking to create positive and supportive learning environments that promote student success.

Translation and the revitalization of the Igbo language: Cultural preservation and digital sustainability in Nigeria

2026-06-24T15:28:16+00:00

The rapid decline of indigenous languages has become a major concern among linguists, translators, and cultural scholars across the world. In Nigeria, the Igbo language faces increasing threats arising from globalization, urbanization, western education, digital communication patterns, and excessive preference for English language usage among younger generations. This study examined translation and the revitalization of the Igbo language with emphasis on cultural preservation and digital sustainability in Nigeria. The study adopted a qualitative documentary research design anchored on the Language Maintenance and Revitalization Theory. Data were obtained from translated literary texts, digital media contents, educational materials, religious publications, online language platforms, policy documents, and scholarly literature published between 2018 and 2026. Findings revealed that translation contributes significantly to preserving Igbo cultural heritage through folktales, proverbs, oral narratives, poetry, and indigenous knowledge systems. The study further established that digital platforms such as BBC News Igbo, mobile applications, social media educational pages, and artificial intelligence translation technologies improve the visibility, accessibility, and modernization of the Igbo language. Educational and religious translations were also found to strengthen mother-tongue learning, literacy development, and intergenerational language transmission. Nevertheless, challenges such as inadequate governmental support, shortage of trained translators, poor indigenous language policies, insufficient technological infrastructure, and societal preference for English continue to hinder effective language revitalization efforts. The study concluded that translation remains an important socio-cultural and technological strategy for preserving indigenous identity and ensuring the digital sustainability of the Igbo language in contemporary Nigerian society.

Hebrews 13:4 and the sanctity of marriage: A biblical critique of the Iji-Woku Ritual in Oshiri, Ebonyi State

2026-06-25T16:41:05+00:00

This study critically examines the "Iji-Woku" ritual in Oshiri, Ebonyi State, through the lens of Hebrews 13:4 and its teachings on the sanctity of marriage. The study aims to explore the traditional practices associated with the ritual and evaluate its alignment with biblical principles of faithfulness and marital integrity. The Iji-Wokureveals a gender disparity in which women are bound to strict fidelity, while men are granted greater sexual freedom. Rooted in traditional belief, it enforces moral codes through the threat of spiritual consequences, particularly for women. The study examines the apparent contradiction between these practices and the Christian understanding of marriage. The study problem addresses the apparent contradiction between the ritual's practices and the Christian understanding of marriage as a sacred, mutual, and faithful union. The methodology involves a comparative analysis of the Iji-Woku ritual and the biblical teachings in Hebrews 13:4, exploring how the latter affirms the sanctity and equality within the marital relationship. Through textual analysis and interviews with local practitioners, the study uncovers the socio-cultural implications of the ritual on gender dynamics and marital fidelity.Findings indicate that the "Iji-Woku" ritual perpetuates a patriarchal view of marriage that undermines the biblical values of mutual love, respect, and fidelity between spouses. The ritual's emphasis on female submission and male sexual autonomy is inconsistent with the biblical call for both partners to honor the marriage covenant equally. The study concludes by advocating for a re-evaluation of the "Iji-Woku" ritual in light of Christian teachings on marriage. Recommendations include fostering dialogue between traditional practitioners and Christian communities to bridge the gap between cultural practices and biblical teachings, promoting a more equitable understanding of marriage that upholds the dignity of both men and women as equal partners in God's divine institution of marriage.

Stylistic devices used in communicating ethical violation and punishment in N. Okediadi’s Ihe onye metere

2026-06-25T16:45:24+00:00

The study focuses on stylistic devices used in communicating ethical violation and punishment in Nkechi Okediadi’s Ihe onye metere. The objectives of the study were to identify and analyse the stylistic devices used in communicating ethical violation and punishment in the selected text. Document observation of Ihe onye metere was used for the retieval of primary data for analysis. Secondary data was sourced through the internet and other sources. Expert purposive sampling technique was used in selecting the text for the study. The study revealed that Nkechi Okediadi used linguistic devices like figures of thought and non-linguistic devices like symbol that are appropriate to communicate ethical violation and punishment in her play. The study concluded that ethical violation and punishment affect both the culprits and non-culprits in the society and needed to be communicated to the audience/readers using appropriate sylistic devices for aesthetics, interestx, and better understing. It was recommended that the sudy be carried out in other related dramatic Igbo texts.

Decolonizing French literary pedagogy through contemporary African Francophone texts:a study of Fatou Diome's Le ventre de l'atlantique and Ahmadou Kourouma's Allah n'est pas obligé

2026-06-25T20:49:05+00:00

This article examines the contribution of contemporary African Francophone literature to the decolonization of French literary pedagogy through a study of Fatou Diome's Le ventre de l'Atlantique and Ahmadou Kourouma's Allah n'est pas obligé. While French literary curricula have traditionally privileged metropolitan French authors, contemporary African Francophone texts offer alternative perspectives that reflect the historical, cultural, and social realities of postcolonial Africa. Drawing on Postcolonial Theory and Culturally Responsive Pedagogy, this study explores how the selected novels challenge Eurocentric literary paradigms and contribute to more inclusive teaching practices. Through qualitative textual analysis, the article demonstrates that both novels foster critical thinking, intercultural competence, and global awareness by engaging with themes such as migration, identity, war, and social inequality. The study argues that incorporating African Francophone literature into French literary education is essential for creating a more representative and decolonized curriculum.

Influence De La Langue Anglaise Sur L’apprentissage De La Langue Française

2026-06-25T21:13:33+00:00

L'influence de la langue anglaise sur l'acquisition du français langue seconde (L_2) ou langue étrangère (FLE) représente un phénomène linguistique complexe. Il se caractérise à la fois par une facilitation et par des interférences interlinguistiques. Cet article explore l'impact multidimensionnel de l'anglais sur l'apprentissage du français à travers trois domaines principaux : le niveau lexical, le niveau syntaxique-grammatical et le niveau phonologique. S'appuyant sur les théories du transfert linguistique, cette étude examine comment les cognats, les faux amis, les divergences structurelles et les habitudes phonétiques façonnent le parcours de l'apprenant. Si le vocabulaire d'origine latine partagé offre un avantage lexical initial, les décalages structurels dans la position de l'adjectif, l'aspect temporel et l'articulation phonétique introduisent des défis persistants. L'article se conclut par des implications pédagogiques, soulignant la nécessité d'une instruction contrastive explicite pour optimiser le transfert positif et atténuer l'interférence linguistique.

Nzipụta Ndị Ọchịchị Na Ndị Ha Na-achị n’Ụfọdụ Abụ Igbo

2026-07-01T00:25:33+00:00

Ọchịchị n'ala anyị abụrụla ihe ọchị nye ndị a na-achị na mba ụwa ndị ọzọ n’ihi etu ndị ọchịchị si akpaso ndị ha na-achị agwa ọkachasị n’oge a. ndị ọchịchị ji ọchịchị emegide ụmụ mmadụ, ọtụtụ ihe mmekpo na-abawanye. Agụụ na-egbu ndị a na-achị, ihe na-akawanye njọ n’ike mana ahụghị onye a kọọrọ. Ndị nọ n’isi ọchịchị na-akpakọ akụnaụba ụmụ ha site n’ibughara ego e kwesịrị iji lekọta ndị a na-achị ma mezie obodo. Ihe ndị a ka ederede a chọrọ iji abụ anọ ndị a, Arịrịọ, n’Ịchụ Nta Vootu, Ọchịchị na Ndọrọndọrọ wee zipụta ọnọdụ ndị a na-achị nọ n’ime ya ka ụwa wee hụta ma nụrụ olu ha. Atụtụ marxizm nke Karl Marx 1818-1883 na Fredrich Engels 1820-1895 tụpụtara ka e ji tụchaa abụ ndị a ma gbaso usoro nkọwa mee ka ihe a na-ekwu doo anya. A chọpụtara na ndị ọchịchị abụghị ihe ha kwere na nkwa ha ga-emere ndị mmadụ n’oge ha na-achọ inweta ntuliaka ha ka ha na-emezị ngwangwa ha tutere ugo mmeri. Ọ dị mkpa ka ndị mmadụ mata na ego abụghị ihe niile n’ihi na ego anaghị anọte aka agwụ mana ha na-anọ ihe ruru afọ anọ n’oche ọchịchị tupu ha arịtuo ma ọ bụrụ na ha enwetaghị ntuliaka ndị mmadụ ịchị afọ anọ ọzọ. Ọ ga-abụ ihe dị mma ma ndị ọchịchị gee nti n’akwa na arịrịọ ndị ha na-achị iji mee mba a ka ọ dị ka mba ndị ọzọ n’ihi na ọ kwere omume ma ha kwụwa aka ha ọtọ.