Nigerian Creole as language of instruction: Will Nigerian lecturers use Nigerian Creole?

Abstract

This mixed questionnaire survey sought to determine if lecturers who learned to speak and understand Nigerian Creole before English are willing to use the language as medium of instruction. The respondents were comprised of 560 lecturers and graduate students (i.e. master’s, doctoral) selected through a purposeful random sampling frame from 15 public institutions of higher learning in Nigeria. Lecturers declined to use Nigerian Creole as medium of instruction because they feared that its use might negatively affect their students’ learning of English. Graduate students indicated willingness to receive instruction through a combination of English and Nigerian Creole because they perceived the use of Nigerian Creole as fun and representative of the voice of a new generation of Nigerians. The sample reported that prior knowledge of Nigerian Creole does not facilitate the learning of English because both languages are too different to facilitate a transfer of learning.

Educational development of Africa: Changing perspectives on the role of indigenous knowledge

“…Critical literacy and post-colonialism aims to ignite change by calling attention to the idea that schools are sometimes used as avenues for reinforcing vestiges of colonial legacies in Africa (Freire, 1987;Macedo, Dendrinos & Gounari, 2003;Tracey & Morrow, 2006). Thus, critical literacy and post-colonialism explore sources that facilitate deliberations over existing conditions to drive change ( Ukwuoma, 2015b). As a result, it is important for university undergraduates to understand the cultural ideology being promoted by the education they receive.…”

When Prior Knowledge Helps: Self-Report of First-Year University Undergraduates on Academic Writing

“…Although the respondents were a convenience sample, they were purposively selected as students of English language academic writing courses to increase credibility. As such, they constituted an "information-rich source" (Patton, 1987, p. 58;Ukwuoma, 2015b), capable of providing answers to the research questions of this study.…”

“…Data from the qualitative interview were transcribed verbatim and analyzed using the framework of Yin (2011), which recommends compiling, disassembling, reassembling, interpreting, and concluding. Specifically, regarding the interviews, themes emerged through constant comparison analysis (Strauss & Corbin, 1998;Ukwuoma, 2015b). Although the respondents were a convenience sample, they were purposively selected as students of English language academic writing courses to increase credibility.…”

Rethinking learning and teaching in Africa: Storytelling and sitting position as engagement strategy

“…Let mealso add that they were a convenientbut purposive sample because they were taking my research methods course. Thus, theyconstituted an "information-rich source" that canplay animportant role infacilitating a robust research outcome (Patton, 1987, p. 58;Ukwuoma, 2015a). Also, my students were excited about the study similar to the excitement students' exhibit during reading clinics (Ukwuoma, 2014a).…”

“…Besides that, several environmental factors influence the learning and teaching dynamic. Thus, it is not out of place to integrate factors such as local languages into the learning process (Ukwuoma, 2015a). Initially, my students were hesitant to integrate Setswana into our classroom conversations.…”