AVAILABILITY OF QUALIFIED TEACHERS AND LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF YORUBA LANGUAGE IN SOME SELECTED SCHOOLS IN ONDO WEST LOCAL GOVERNMENT AREA

ABSTRACT This study investigates the availability of qualified Yoruba language teachers and adequate laboratory facilities for effective teaching and learning in secondary schools within Ondo West Local Government Area of Ondo State, Nigeria. The research emphasizes the critical role of the Yoruba language in preserving cultural heritage, promoting linguistic diversity, and fostering intercultural understanding. Despite its significance, there was a concerning knowledge gap regarding the resources available for Yoruba language education in the region. The study employed a descriptive survey research design with a quantitative approach, using stratified random sampling to select a representative sample of public and private secondary schools. Data was collected through structured questionnaires administered to Yoruba language teachers and students. The research addressed four primary questions focusing on the availability of qualified teachers, adequacy of laboratory facilities, challenges faced by teachers and students, and stakeholders' perceptions regarding the importance of these resources. Grounded in theoretical frameworks such as Krashen's Input Hypothesis, Vygotsky's Sociocultural Theory, and models of language revitalization, the research provided a comprehensive analysis of the current state of Yoruba language education in the area. Key findings revealed a significant presence of qualified Yoruba language teachers in the sampled schools, contrasting with earlier research in other regions. However, the study identified a severe lack of adequate laboratory facilities for effective language teaching and learning. Students and teachers reported facing numerous challenges due to the absence of modern language learning equipment and resources. Despite these challenges, there was a strong positive perception among stakeholders regarding the importance of having qualified teachers and adequate laboratory facilities for effective Yoruba language education. The study concludes that while the availability of qualified teachers is encouraging, the significant gaps in laboratory facilities pose a serious threat to effective Yoruba language instruction and the preservation of Yoruba cultural heritage. Recommendations include providing regular professional development for teachers, increasing budgetary allocations for language laboratory facilities, updating curricula to incorporate culturally responsive teaching practices, fostering partnerships between schools and local communities, and developing comprehensive language education policies. This research contributes to the existing body of knowledge on indigenous language education and provides valuable insights for policymakers, educators, and stakeholders. The findings can inform evidence-based policies and initiatives to strengthen Yoruba language education, ultimately contributing to the preservation and promotion of this invaluable cultural asset for future generations.