English language and the mother-tongue dilemma in Nigeria: A critical assessment of the new national policy on education

Urevbu, Andrew O.

doi:10.1016/0738-0593(84)90025-7

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…Before it became a public issue, the MTE policy had received considerable attention from linguists and educational researchers as part of the overall research into language policy and language education in Nigeria (e.g. by Bamgbose, 1977Bamgbose, , 1985Omojuwa, 1977;Williamson, 1980;Agheyisi, 1984;Urevbu, 1984;Akinnaso, 1988Akinnaso, , 1989Akinnaso, , 1990Fafunwa et ai, 1989). Although the debate has been very useful in documenting public opinion about an important government policy, it has been carried out so far without much reference to, or awareness of, previous research studies on the topic.…”

Section: F Niyi Akinnasomentioning

confidence: 99%

On the Mother Tongue Education Policy in Nigeria

Akinnaso

1991

Educational Review

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This paper integrates public opinion with research findings on Nigeria's mother tongue education policy by examining the historical antecedents of the policy; its specifications and implications; and the major arguments for and against the policy. In addition to highlighting major obstacles that might hamper the implementation of the policy, the findings reveal that mother tongue education policies in excolonial nations often represent two main types of struggle, one against linguistic colonialism and the other against the domination of ethnic and language minorities by the larger ethnic groups. The efforts made so far at policy implementation are assessed against these findings, while suggestions are offered for future improvement.

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Section: F Niyi Akinnasomentioning

confidence: 99%

On the Mother Tongue Education Policy in Nigeria

Akinnaso

1991

Educational Review

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“…Elsewhere I have been critical of the National Policy on Education for its contradictory underlying educational philosophy (Bloom & Woodhouse, 1984). Nevertheless, the policy does contain some enlightened ideas, especially in the areas of moral and religious education (Woodhouse, 1985) and language policy (Urevbu, 1984).…”

Section: See Sir Karlmentioning

confidence: 99%

Knowledge and educational dependency

Woodhouse

1985

Interchange

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“…Due to the multi-lingual and multi-cultural nature of the country, English serves as the medium of intra-national and inter-national communication. Urevbu (1984) notes that it is a generally accepted necessity in Nigeria to learn English at some stage.…”

Section: Introductionmentioning

confidence: 99%

Secondary School Students’ Text Possession, Attitude to English Language Learning and Home Background as Factors Affecting Their Learning of English Language

Aika¹,

Uyi-Osaretin²,

MUSA³

2021

JEP

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The English language enjoys a high status in Nigeria. In the school system, English is a compulsory subject from the upper primary school level onwards. However, it has been observed that students perform poorly in the subject. Several reasons have been adduced for this. While previous studies have focused on several learner factors, a few empirical studies exist on students' attitude to learning English Language, students' home background and students' possession of recommended English Language textbooks. Against this background, this study investigated students' text possession, attitude to English Language learning and home background as factors affecting the learning of English Language. The study adopted the descriptive survey research design. The sample comprised 333 senior secondary school students in Benin City. Three research questions were raised. Data were collected using an instrument titled 'Text Possession, Attitude and Home Background Questionnaire' (TPAHQ, r= .74). Results revealed that students have positive attitudes toward the learning of English Language and an enabling home background for the effective learning of English Language. In addition, students do not possess the recommended English Language textbooks. It is recommended that teachers should use engaging teaching methods to sustain the positive attitudes students have towards learning English Language. Similarly, parents should continue to ensure that their homes are conducive to effective learning. Finally, textbooks should be made available for students.

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English language and the mother-tongue dilemma in Nigeria: A critical assessment of the new national policy on education

Cited by 7 publications

References 2 publications

On the Mother Tongue Education Policy in Nigeria

On the Mother Tongue Education Policy in Nigeria

Knowledge and educational dependency

Secondary School Students’ Text Possession, Attitude to English Language Learning and Home Background as Factors Affecting Their Learning of English Language

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