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ABSTRACT
This research examined the national policy statement in relation to factors influencing it's implementation in secondary schools to guide the study. Three research questions were raised.
The study adopted descriptive research design. The simple sampling techniques was used and the split-half reliability. Structured questionnaires titled "factors affecting the implementation of language policy in secondary schools" was administered to three hundred students and fifteen teachers. Data collected were analysed using simple percentage.
The findings of the study showed that government do not provide enough reading materials for the study of Urhobo language. The results also shows that enough time were not been allocated to the teaching of Urhobo language. The result also revealed that the teachers qualification, attitude towards students in an Urhobo language class, teaching methods employed, play a significant role in students' acquisition of Urhobo Language. It was also observed that the use of instructional materials by the teacher will enhance efficient learning of Urhobo language and that teaching the students the rudiment of the Urhobo grammatical rules will help reduce errors that students make. Based on the study, it was recommended that only teachers who are qualified and grounded with basic knowledge of the Urhobo grammatical principles should handle the teaching of Urhobo language and should always try and engage students in Urhobo activities in order to improve their proficiency in Urhobo language so as to be able to write a make errors -free sentences in Urhobo language.
