JOURNAL OF LANGUAGE STUDIES AND ARTS

This paper provides a comprehensive evaluation of the development of English language curricula in Nigerian schools, with a particular focus on the integration of Nigerian literature and culture. It traces the historical evolution of English education from the colonial era to the present, analyzing how curricula have responded to Nigeria’s socio-cultural and political contexts. The study examines the incorporation of Nigerian literary works and cultural themes, assessing their impact on student engagement, identity formation, and linguistic competence. Drawing on curriculum frameworks, educational policies, and stakeholder perspectives, the paper identifies achievements, persistent challenges, and disparities in implementation. Recommendations are proposed to enhance cultural relevance, address resource constraints, and promote a balanced curriculum that prepares students for both local and global contexts

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