Abstract
Descriptive survey research was adopted for this study. The population of the study comprised parents of clientele of literacy education in Nigeria. The study sample size was one hundred fifty (150) respondents selected through a multi-stage sampling technique. Two research questions were raised to guide the study. Data for the research was gathered through a research instrument by the researchers titled: “Questionnaire On Empirical Investigation On Parental Disposition and Attitudes on Indigenous Language Usage In Literacy Education in Nigeria,” fashioned on four Likert rating scale: strongly agreed (SA), Agreed (A), Disagreed (D) and strongly Disagreed (SD) rated on 4,3,2, and 1, respectively. The research instruments were validated by two experts in test and measurement, while their reliability was determined through the test-retest method, and 0.67 coefficient of reliability was obtained. Descriptive statistics (simple percentages, frequency counts and Mean (X) were used to analyze data obtained for the study. Based on the results of the study, conclusions were made that using indigenous language can result in clienteles’ better academic achievement. However, indigenous language usage does not have a motivational influence on clientele towards learning. Recommendations were therefore made based on the conclusion that language options should be given consideration in the teaching of literacy programmes. Also, literacy programmes should be properly monitored in terms of appropriate language to be used as a medium of instructional delivery.