MOTHER TONGUE POLICY IMPLEMENTATION VIS-À-VIS STUDENTS’ PROFICIENCY IN ENGLISH LANGUAGE SKILLS OF SENIOR SECONDARY THREE (SSS3) STUDENTS
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MOTHER
TONGUE POLICY IMPLEMENTATION VIS-À-VIS STUDENTS’ PROFICIENCY IN ENGLISH LANGUAGE
SKILLS OF SENIOR SECONDARY THREE (SSS3) STUDENTS
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.
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.
1.1Operational
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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