Endangerment of Indigenous Language and Cultural Identity: The Decline of Igbo Language among Secondary School Students in Umuahia, Nigeria

The global decline of indigenous languages since the advent of globalization has been a central subject of concern and scholarly debate, as it threatens irreplaceable cultural and intellectual heritage. This is exemplified by the precarious state of the Igbo language and the preservation of the cultural identity of the Igbo people in Nigeria. This paper investigates the critical decline in the use and proficiency of the Igbo language among secondary school students in Umuahia, Nigeria, and its profound implications on erosion of cultural identity, the effectiveness of government policies, and the role of parents and teachers in language promotion. The study is situated within the global context of indigenous language endangerment, highlighting the specific threat to the Igbo language, which UNESCO classified as vulnerable in 2012. A mixed method research design was employed, as both quantitative and qualitative data were obtained from secondary- school students and teachers in Umuahia, Abia State, Nigeria. The quantitative data comprised 286 questionnaire respondents, while the qualitative data involved 50 participants who took part in semi-structured interviews. Findings revealed that Igbo speaking skills among students are generally very low, as many students are unable to sustain communication in pure Igbo language, instead blending it with English, which signals a disturbing erosion of linguistic competence. This decline has been exacerbated by globalization, particularly through social media and Western cultural influences. Although government policies exist to promote Igbo language education, weak enforcement and inadequate resources have limited their effectiveness. Similarly, many parents and teachers have failed to actively encourage Igbo usage, often resorting to English in daily communication. Based on these findings, the study recommends stronger language policy implementation, an interactive teaching method, and an increased parental involvement in promoting the Igbo language. Further research is suggested to explore the potential of digital platforms in revitalizing indigenous languages.