From “correct English only” to full voice: How a Lagos teacher used bilingual storytelling (Yoruba English) to create inclusive literacy circles for early learners
Background: In many Lagos primary schools, an unwritten Correct English Only rule silences children whose home language is Yoruba. This linguistic exclusion reduces classroom participation, especially during literacy activities. Young learners who speak Yoruba or Pidgin at home often withdraw, speak less, or are labelled slow. Yet Nigeria’s National Policy on Education supports mother tongue use in early schooling. The gap between policy and classroom practice creates an urgent need for practical, teacher-led strategies that honour children’s full linguistic repertoires while building English literacy.
Aim: This action research study, conducted by an early years teacher in a Lagos public primary school, aimed to explore how bilingual storytelling (Yoruba and English) can transform exclusive literacy routines into inclusive literacy circles for young learners.
Method/approach: Twenty-two children aged 7–8 years from one Lagos public primary school participated over six weeks. The teacher-researcher conducted daily 20-minute literacy circles where she deliberately alternated between Yoruba and English during storytelling, songs, and retelling activities. Data included audio recordings, teacher journal entries, and observational feedback. Ethical approval was obtained from the Lagos State Ministry of Education and the school’s institutional review board. Parental consent was secured for all participating children. No child identifiers were used in reporting.
Results/findings: Code-switching and translanguaging reduced withdrawal behaviours (e.g., turning away, silence) from 64% to 12% of observed circle time. Children who previously never spoke began volunteering comments and retelling stories using “Yorubaglish” (mixing Yoruba and English). English vocabulary transfer improved; no child lost English comprehension. Participation became more equitable across language backgrounds.
Conclusion: Bilingual storytelling, using a child’s full linguistic repertoire, validates home language while accelerating English learning. When children hear their mother tongue in literacy circles, they feel seen, speak more, and learn better. Policy shifts are needed, but teachers can start today.
Implications for children and families: You don’t have to leave your Yoruba at the classroom door. When your teacher tells stories in your home language, you learn English faster and feel braver. Your voice matters in any language.
Implications for practitioners: You can start tomorrow with zero budget. Swap five minutes of “English only” circle time for bilingual storytelling. Use Yoruba, then repeat in English. You will see quiet children speak and all children’s vocabulary grow.
Keywords: inclusive literacy circles, early learners, code-switching, translanguaging, bilingual storytelling
This presentation relates to the following United Nations Sustainable Development Goals: