Abstract
In a multilingual nation such as Nigeria, the dominance of the English language in various sects of learning seems to undermine the impact of some indigenous languages for socioeconomic development. This impeded the global impact of effectively learning some indigenous languages such as the Igbo language. This study interrogated the possibility of developing Igbo language competence among out-group level learners. Through a guided questionnaire and in-depth oral interview, data were generated from sixty-seven (67) participants selected through a purposive
sampling methodology. Anchoring on Vygotsky’s theory of learning, the data in the study were quantitatively and qualitatively analysed. One of the major findings showed that out-group Igbo language learning, focused on sociocultural development of indigenous knowledge, impacts Igbo global economy better. The implication of this is a redesign of specific Igbo language development resources for the out-group learners of Igbo language. The  study suggested developing a universal comprehensive Igbo curriculum according to the Common European Framework of Reference for language learning, teaching and assessment to enhance the learning and development of Igbo
language globally.