Abstract
This study examines the relationship between language education and the
transmission of social values in Nigerian colleges of education, with emphasis
on emerging trends and future prospects. In a linguistically diverse society
such as Nigeria, language education serves not only as a means of developing
communicative competence but also as a medium for promoting cultural identity,
civic responsibility, and national cohesion. The study therefore investigates
the trends and prospects of integrating social values into language teaching in
Nigerian colleges of education. The research is anchored on an eclectic
theoretical framework comprising Vygotsky’s Sociocultural Theory, Bernstein’s
Code Theory, and Freire’s Critical Pedagogy, which collectively highlight the
role of language as a vehicle for cultural transmission, social interaction,
and critical consciousness. The study adopted a qualitative descriptive
research design. The research was conducted in three Federal Colleges of
Education representing different geopolitical zones in Nigeria: Federal College
of Education, Zaria; Federal College of Education (Special), Oyo; and Federal College
of Education, Obudu. The target population comprised language lecturers,
academic administrators, and pre-service teachers. Using purposive sampling
technique, a total of 27 participants were selected, including nine language
lecturers, three academic administrators, and fifteen pre-service teachers. The
primary data for the study were obtained through semi-structured interviews
conducted with the selected participants. The collected data were analyzed
using thematic content analysis to identify recurring patterns and themes
relating to language teaching practices and value transmission. The findings
reveal that language education contributes significantly to the inculcation of
social values through the use of culturally embedded instructional materials
such as proverbs, folktales, and literary texts. However, challenges such as
inadequate teacher training in value-oriented pedagogy, marginalization of
indigenous languages, limited instructional materials, and gaps between policy
and classroom practice hinder effective implementation. The study therefore
recommends improved teacher training, stronger institutional support for
indigenous languages, effective implementation of language policies, and the
integration of digital learning tools to enhance value-oriented language
education in Nigerian colleges of education.
Keywords: Civic
Responsibility, Language Education Multicultural, Social Values, Teacher
Education
DOI: 10.36349/alqajolls.2026.v01i02.004
author/Haruna Muhammad Salisu, Egahi Abu Daniel, Adeiyza Justina & Mohammed Abdullahi
journal/AL-QALAM JLLS 1(2) | June 2026
