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429. Decolonising English Language Teaching Empirical Evidence From Indigenous Knowledge Integration In Nigerian Classrooms

This study investigated teachers’ adoption of decolonising English Language Teaching (ELT) through the integration of Indigenous Knowledge Systems in public secondary schools in Oyo West Local Government Area, Oyo State. The study adopted the descriptive research design. The population comprised Senior Secondary School II (SS II) English Language teachers in public secondary schools within the study area. Twenty public secondary schools were selected through simple random sampling, after which two SS II English Language teachers were randomly selected from each school, yielding a sample of 40 …

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Source	Internet Archive
Collection	International records
Kind	Document
Publisher	Shodh Sari-An International Multidisciplinary Journal
Date	2026-08-12
Type	texts
Details	ia title
Found at	https://archive.org/details/429.-decolonising-english-language-teaching-empirical-evidence-from-indigenous-k
Archived copy	Look it up in the Wayback Machine
Record ID	`internet-archive:429.-decolonising-english-language-teaching-empirical-evidence-from-indigenous-k`

Cite this record

429. Decolonising English Language Teaching Empirical Evidence From Indigenous Knowledge Integration In Nigerian Classrooms. Internet Archive, 2026. Vero Archive, record internet-archive:429.-decolonising-english-language-teaching-empirical-evidence-from-indigenous-k.