ABSTRACT
The
study investigated the correlates of mother tongue education policy implementation
vis-à-vis students’ proficiency in English language skills of Senior Secondary
school three (SSS 3) in Lagos state. It investigated the interplay among the
roles of the major stakeholders in the implementation of the mother tongue
education policy and consequent proficiency in English language skills of
Senior Secondary School Three (SSS3) students. A descriptive survey research
method was adopted for the study. Five research hypotheses were tested at 0.5
alpha levels. One of the five hypotheses was accepted while four were rejected.
Four research questions were also answered. Four hundred and ten subjects took
part in the study in the ratio of: two
hundred (200) students; one hundred (100) teachers; one hundred (100) parents
and ten (10) Inspectors of education. The participants were randomly chosen
from ten Senior Secondary Schools within Oshodi/Isolo LGA of Lagos state.
Questionnaire technique was used to collect necessary data from the respondents
and the data collected were analysed with the aid of Statistical Package for
Social Science (SPSS), version 17 that deployed necessary statistical tools.
Such techniques include, essentially: frequency distribution supported with
charts, inferential statistics which include simple percentage and chi-square
test for independent sample. The findings revealed that there was significant influence of the
students’ reception of initial literacy in the mother tongue on their English
language proficiency skills; parents’ attitude towards the use of the mother
tongue for initial literacy and preferences for use of languages at home for
their children had significant influence on the implementation level of the
mother tongue education policy; teachers’ perceptivity and attitude towards the
mother tongue policy had no significant influence on the implementation of the
mother tongue education policy . The government was not committed to the policy
by not making provision for both human and material resources necessary for the
mother tongue policy implementation. Implied is that parents’ negative attitude
towards the use of mother tongue for initial literacy of their children, and
their preferred language for communication with their children at home, coupled
with the Government’s non commitment to the policy, adversely affected the
mother tongued policy implementation, which
in turn, adversely affected students’ proficiency in English language
skills. Based on the findings, recommendations were made believing that if they
are strictly adhered to, they will enhance the implementation of the mother
tongue education policy which will subsequently boost the much desired students’
proficiency in English language skills.
TABLE OF CONTENTS
Page
Title page……………………………………… i
Certification………………………………………... ii
Dedication…………………………………………….. iii
Approval…………………………………………… iv
Acknowledgement…………………………………….. v
Table of contents………………………………… vi
List of
Appendices………………………………. x
Abstract…………………………………….. xii
CHAPTER ONE
1.1 Background to
the Study………………….. . 1
1.2 Statement of
the Problem…………………….. 4
1.3 Purpose of the
Study………. 6
1.4 Research
Questions…………………………. . 7
1.5 Research
Hypotheses………………………… 7
1.6 Significance
of the Study……………………… 8
1.7 Scope of the
Study………………… 9
1.8 Operational
Definition of Terms……... 9
CHAPTER TWO
2.0 REVIEW OF
RELATED LITERATURE
2.1 The Concept of
Language ………………. 15
2. 2
Characteristics of Language……………….. 15
2.3 Importance of
Language……………… 20
2.4 Relationship
between Language, Culture and Society… 22
2.5 Implications
of Social Cultural Factors for Second Language
Teaching and
Learning……………….… 29
2.6 Theories of
Language Acquisition in Early Childhood…… 31
2.6.1 The Behaviourist/Learning
Theory………………. 31
2.6.2 The Nativists/Innateness
Theory…………… 36
2.6.3 Synthesis of
the Learning and Innateness Theories 38
2.6.4 The Interactionist
Theory……………....... 39
2.7 Stages of
Language Development in Children………. 40
2.8 Theory of
Second Language Acquisition…… .…
43
2.9 Language Acquisition/Learning…………………. 47
2.10 The Concept
of Bilingual Education…………... 55
2.10.1 Models of
Bilingual Education…………….… 58
2.10.2 Common
Threads of Successful Bilingual Programs…… 61
2.11 An Overview
of Language Provisions in the National Policy on
Education (NPE)…………………………… 62
2.12 The Impact of
Mother Tongue on English Language Learning …. 67
2.13 A Review of
Students’ Performance in English Language…… 73
2.14 The Concept
of Curriculum Implementation………. 78
2.15 Why some
Policies fail to work in Schools…... …. 79
CHAPTER
THREE
3.0 RESEARCH METHODOLOGY
3.1 Research
Design………………………… 81
3.2 Area of
Study…………………… 81
3.3 Population……………………………………. 83
3.4 Sampling
Technique…………………………. 84
3.5 Sampling Size……………………………...… 84
3.6 Instrumentation……………………………………. 86
3.6.1 Students’
Questionnaire on Language Initial literacy
Acquired (SQLILA)……………………........ 85
3.6.2 Parents’
Questionnaire on Preferred Language(s) (PQPL). 86
3.6.3 Teachers’
Questionnaire on Classroom Language Use (TQCL)… 86
3.6.4 Inspectors’
Questionnaire on Implementation of Mother Tongue
Policy (IQIMP)………………………...… 87
3.7 Method of Data
Collection………………… 87
3.8 Method of Data
Analysis………………… . 87
CHAPTER FOUR
4.0 DATA ANALYSIS
AND INTERPRETATIONS
4.1 Analysis of
Data from Students…………… 89
4.2 Analysis of
Data from Parents…………….…. 96
4.3 Analysis of Data
from Teachers……………… ….
102
4.4 Analysis of
Data from Inspectors………….... 111
4.5 Testing the
Hypotheses…………………………… 117
4.6 Findings of the Study
………………………………. 124
4.7 Summary of the
Findings…………………………… 126
4.8 Discussion of the Findings
…………………………. 126
CHAPTER
FIVE
5.0
SUMMARY, CONCLUSIONS, SUGGESTIONS, CONTRIBUTIONS AND
RECOMMENDATIONS
5.1 Summary…………………………………...… 133
5.2 Conclusions………………………………...… 136
5.3 Recommendations…………………………… 137
5.4 Contribution of the study to the world
of knowledge…...… 141
5.5 Suggestions
for further Studies…………………. 142
5.6 Limitations of
the study……………………… 143
References…………………………………... 144
Appendices……………………………………………..
LIST
OF APPENDICES
Appendix
I: Students’ Questionnaire on
Language Initial Literacy Acquired
Acquired…………………………………………… 152
Appendix
II: Parents’
Questionnaire on Perceptivity and Attitude towards the Use of Mother Tongue for
Initial Literacy……… 155
Appendix
III:
Teachers’ Questionnaire on Perceptivity and Attitude towards the Mother Tongue
Education Policy……………… 155
Appendix
IV:
Inspectors’ Questionnaire on Government’s Commitment to Mother Tongue Policy
Implementation…… 163
Appendix V: Letter
of Introduction…………….… 166
Chapter One
1.1 Background to
the Study
Language as a human and social phenomenon has continued to attract the
attention of scholars within and outside the field of linguistics and language
studies, Maduekwe, (2007:1). The importance of language to man as a means of
communication cannot be over emphasized. It is one of the factors that unify a
people, state or nation. Webster Encyclopedia defined language as “Any set of
symbols use for communication by a people”. Similarly, Abdulwaheed (1998) said
language can be defined as a code that contains signs and symbols that are
meaningful with a particular linguistic community. Throughout history, man has
learned to use languages other than his native tongue for communication with
members of other languages and cultures.
In many parts of the world today, bilingualism and
innovative approaches to education that involve the use of two or more
languages constitute the normal every day experience. Innovative
language programs are often implemented to promote proficiency in international
language(s) of wider communication together with proficiency in national and
regional languages.
According to
UNESCO report (2002), due to the challenges of globalization, education systems
around the world are paying special attention to foreign languages; first and
foremost it is English. The choice of language in education policy is largely
driven by the international labour market, particularly in the field of
Information and Communications Technology (ICT) and science.
As a matter of fact, the linguistic situation of English language is both
a consequence of and a contributor to globalization. According to Babajide,
(2002), the fast developing technologies have literarily broken down the
boundary walls of nature and we now live in a world of globalized economy,
academy, polity and information flow and in this setting, English is the medium
of interaction between individuals and nations.
He adds that for any nation particularly in the third world to be
relevant and derive the maximum benefit from the opportunities that abound in
every area of human need, for personal advancement and national development,
English is a sine qua-non. The use of English has fostered a world society. It
is often called an international lingua franca (Fazal and Lingard 2010). In
fact, it is indisputable that English has become a world language. It is the
world’s leading language in terms of publications, technical reports,
international conferences, and computer technology.
In recognition of the status of English as a world language, it became
imperative that every individual seek to attain some acceptable level of
proficiency in the language. Consequently educational systems around the world
have shaped their policies to reflect the global dominance of English by making
English a second language compulsory at an early stage. For examples, in
countries like Fiji, a native language is the medium of instruction for the
first three years in primary education, but subsequently and entirely replaced
by English. In Polynesia, a native language is the medium of instruction in
primary education but English is introduced as a subject early in the first or
second year of primary education, (Lynch and Mugler, 2004 as cited in Fazal and
Lingard 2010). In China and Korea, the
age at which English is introduced has recently been reduced from 11 and 12
years respectively to 9 years (kaphan and Baldauf 2003, cited in Fazal and
Lingard, 2010).
In Nigeria, a multilingual nation, the trend is not different. English
not only enjoys a prestigious status as the nation’s lingua franca, it is also
a core subject in the school curriculum. It serves as pre-requisite for
certification of Senior Secondary Certificate, for admission to tertiary
institutions and for job opportunities. It is the nation’s window to the
outside world.
Consequently, it is desirable that students should attain a reasonable level
of proficiency in the language in other not to be left behind in this new age
of science and technology.
To promote the study of and proficiency in both English languages as well
as in the mother tongue, the Federal government promulgated and incorporated the
Mother Tongue Education in the National Policy on Education which states thus: “The
medium of instruction in the primary school shall be the language of the
environment for the first three years. During this period English shall be
taught as a subject. From the fourth year, English language shall progressively
be used as a medium of instruction and the language of the immediate
environment and French shall be taught as subjects” NPE, (4th. Ed, 2004:
PP.16).
In addition to further intensify effort to improve proficiency in English
language, English language curriculum was revisited and reshaped as part of
reformation process. The reform took cognizance of the fact that any attempt to
prepare English language curriculum with the desire to enhance proficiency in
the language among secondary school students must recognize the position of
English in the present day Nigeria and the world over Maduekwe, (2004).
1.2 Statement
of the Problem
With
the promulgation of the mother tongue language education policy and the
reformation of the secondary school English language curriculum, it is normal
to expect great improvement in students’ performance in English language in
their terminal examinations. Nevertheless, it is sad and disheartening to
observe that, in spite of these efforts, the students’ level of proficiency in
English language skills remains appalling.
The results obtained by students at all levels in Nigeria education keep
plummeting, as evidenced in the external examinations at the end of secondary
school with an average credit pass level fluctuating around 10% and with the
Nigerian students performing worse than an average student of other West Africa
countries Ikonta, (2010: iv). Obanya (1982) and Obemeota (1984) summarized the
dismal and unhappy state of this thus:
“Every
year… the performance has tended to be worse than the previous year, but this
year there has been a noticeable decline in general and there is certainly
grave cause for concern about the standard of English teaching and learning in
our country”. This situation has been a great concern to parents as well as the
general public. The concern by parents and the general public of the poor
performance of students is justified in view of the importance of English in
Nigeria in particular and the world at large. If the situation is not arrested
on time, it will not only hinder students’ social and academic development but
will also adversely affect the nation’s social, political and economic
advancement because English functions across the world as a language of
inclusion and exclusion in participation in global activities.
This
ugly situation compels the researcher to undertake this study, to critically
assess the level of the mother tongue education policy implementation and its
effect on students’ proficiency in the “world language”, noting successes, and
constraints along the line with a view to offer suggestions for performance
enhancement strategies for the immediate future.
1.3 purpose of the Study
The
main purpose of the study is to assess the level of the mother tongue policy
implementation and its impact on students’ proficiency in English language
skills of Senior Secondary Schools three (SSS3) Students in Lagos state.
The
specific objectives are to:
1.
Ascertain if students’ reception of
initial literacy in the mother tongue has any influence on their English
language proficiency skills.
2.
Examine the extent to which parents’
attitude towards the use of the mother tongue for initial literacy influences
the level of the mother tongue language policy implementation.
3.
Establish the extent to which teachers’
perceptivity of and attitude towards the mother tongue education policy has
influenced the implementation level of the mother tongue policy.
4.
Establish if parents’ perceptivity of the
mother tongue education policy and preferences for the use of language at home
has any influence on their attitude towards the use of the mother tongue for
initial literacy.
5.
Investigate the level of Government’s commitment
to the mother tongue language policy implementation by providing adequate human
and material resources.
1.4 Research Questions
The following
research questions were answered in this study.
1. Will
students’ reception of initial literacy in the mother tongue influence their
English language proficiency skills?
2. To
what extent will parents’ attitude towards the use of the mother tongue for
initial literacy influence the implementation level of the mother tongue
language policy?
3. Will
teachers’ perceptivity of and attitude towards the mother tongue education
policy have any influence on the implementation level of the mother tongue
policy?
4. To
what extent will parents’ perceptivity of the mother tongue education policy
and preferences for the use of language at home influence their attitudes
towards the use of the mother tongue for initial literacy?
5. To
what extent committed is the government committed to the mother tongue policy
implementation by providing adequate human and material resources?
1.5 Research Hypotheses
The following
statistical hypotheses will be tested in this study.
1.
There is no significant influence of the
students’ reception of initial literacy in the mother tongue on their English
language proficiency skills.
2.
There is no significant influence of
parents’ attitude towards the use of the mother tongue for initial literacy on
the implementation level of the mother tongue language policy.
3.
There is no significant influence of
teachers’ perceptivity of and attitude towards the mother tongue policy on the
implementation level of the mother tongue policy.
4.
There is no significant influence of
parents’ receptivity to mother tongue policy and preferences for use of
language at home on their attitude towards the use of mother tongue for initial
literacy.
5.
There is no significant influence of the
Government’s commitment to the mother tongue policy implementation by making
available adequate human and material resources on the level of implementation.
1.6 Significance of the Study
a.
The outcomes of this study will form a
database for further researches on this or a similar topic.
b.
The results will serve as an eye opener to
the respective stakeholders regarding what they are expected to do to
facilitate the implementation of the mother tongue education policy.
c.
The study will enable policy makers to
understand the difficulties teachers and students encounter in the classroom
which contributed to the failure of the mother tongue education policy implementation.
The outcome of the study will reveal whether there is a correlation between
mother tongue education and English language proficiency.
d.
The study will also broaden people’s
understanding of other possible factors that are militating against the
effective implementation of the mother tongue education policy.
e.
The result of the study will also reveal
other factors that are contributory to students’ poor performance in English
language proficiency.
1.7 Scope of the Study
The
study was limited to Oshodi-Isolo Local Government Area within Lagos state.
From this one local government area, ten (10) Senior Secondary schools were
randomly selected for the study.
1.1
Operational
Definition of Terms
The following
terms are hereby defined for better understanding as used in the study:
Language
Proficiency
Language proficiency refers
to a person’s ability to use a language with sufficient structural accuracy and
vocabulary for a variety of purposes including speaking, listening, reading,
and writing.
Language
competence
Language competence is a
broad term which includes linguistic or grammatical competence, discourse competence,
sociolinguistic or sociocultural competence and what might be called textual
competence. The specific learning outcomes under “Language Competence” deal
with knowledge of the language and the ability to use that knowledge to
interpret and produce meaningful texts appropriate to the situation in which
they are used. Language competence is best developed in the context of
activities or tasks where the language is used for real purposes, in other
words, in practical applications.
Learning Strategies
Learning strategies are any
sets of operations, steps, plans, routines, used by the learner to facilitate
the obtaining, storage, retrieval, and use of information. They are intentional
behaviours and thoughts used by learners during learning so as to better
remember new information. It is an attempt to develop linguistic and
sociolinguistics competence in a target language (Stern, 1992: 261)
Limited
English Proficiency
Limited English
Proficiency refers to a student who is not fully capable in English, who speaks
a language other than English at home, and does not demonstrate English
language skills of comprehension, speaking , reading, and writing at a level
that would place him/her in a class where English is the only medium of
instruction.
Mother tongue
(First Language/Native Language)
Mother tongue or first language is language a person has learned from
birth or that a person speaks the best and so is often the basis for
sociolinguistic identity. In most cases, it is the language a person acquires
in early childhood because it is spoken in the family and /or it is the language
of the region where he/she lives.
Home Language
Home language refers to language (s) spoken in the home by significant
others (e.g. family members and caregivers) who reside in the home; sometimes
used as a synonym for the first language, primary language or native language.
Second
Language
Second language is the language one speaks other than one’s first
language.
English as
Second Language (ESL) Programme
English as Second Language (ESL) Programme is an instructional program
for students whose dominant language is not English. The purpose of the program
is to increase the English language proficiency of eligible students so they
can attain academic standard and achieve success in the classroom.
Official
language
Language adopted by the state for administrative and institutional use,
often including schools
Receptivity
Receptivity is the ability to accept something as authority or truth or
learn of something and react towards it. Languages are instrumental in our
receptivity to reality. They influence the way we perceive things in our
environment, the way we think, the way we act and speak as well as the way we
behave in any given social context.
Perception
Perception is the attempt to understand those aspects of observations of
the world of things and people that depend on the nature of the observer. It
also consists of a series drawing out from events in the material world
external to the perceiver, through the translation of those events into
patterns of activity within the perceiver, culminating in the perceiver’s
observed and behavioural reactions to those events.
L1/L2
Contemporary linguists and educators commonly use the term L1 to refer to
a first or native language, and the term L2 to a second language or a foreign
language that is being studied.
Lingua franca
Lingua franca is a language that is used among people of various
different languages. For the purpose of
this study, English language is the lingua franca.
Medium of
Instruction
The language used in teaching and learning curricular content.
Bilingual
Education
Bilingual Education is a program that involves teaching academic content
in two languages, in a native and second language, with varying amount of each
language used in accordance with the education program model.
Immersion
bilingual education
Immersion bilingual education is a program in which the usual curricular
activities are conducted in a foreign language.
Transitional bilingual
education
Transitional bilingual education refers to a program that involves the
child’s native language for no more than three years. It typically begins in
Kindergarten or Elementary school by using the students’ first language as the
media of instruction but the aim is to leave the students’ L1 capabilities
behind and develop only their L2 linguistic and academic proficiencies.
Maintenance
Bilingual Education
Maintenance bilingual education programs do not involve development or
extension of the minority language. They are limited to maintenance of the
minority language. Maintenance bilingual education aims at enhancing students’
native language while they acquire a second language.
Comprehensive
Inputs
Comprehensive Inputs refer to stored material of information capable of
being understood. In other words, it is the language that is understood by the
learner. It focuses on meaning first and then uses simplified speech. For the
purpose of this study, comprehensible inputs refer to the contribution made by
a person’s learning in the first language (L1) to his/her competence in other
languages.
Literacy
Literacy for the purpose of this work is defined as the ability to read,
write and communicate. It is consciously and deliberately taught and learned.
Biliteracy
Biliteracy means ability to speak read and write in two or more languages.
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