This study examined AI readiness and teachers' adoption of mother tongue digital pedagogies in Nigerian primary schools. A descriptive survey design was adopted, involving 337 primary school teachers selected from an initial sample of 353 teachers. Data were collected using a structured questionnaire and analysed using descriptive and Inferential statistics. Findings showed that teachers demonstrated a very high level of AI readiness and adoption of mother tongue digital pedagogies. Regression analysis revealed that AI readiness significantly and positively predicted teachers' adoption of mother tongue digital pedagogies. The researchers found that teacher readiness was an important enabling condition for integrating AI into culturally and linguistically responsive pedagogy, although the modest explanatory power indicated that availability of ICT infrastructures, internet resources as institutional factors also shape adoption. The researchers recommended sustained teacher continuous professional development, improved digital infrastructure, culturally relevant AI resources, and greater parental and institutional support to promote responsible and effective AI-supported mother tongue education in Nigerian primary schools.