AN APPRAISAL OF STUDENTS’ PERSPECTIVE ON THE SIGNIFICANCE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION IN NIGERIA SECONDARY SCHOOL
This study was carried out mainly to ppraise students’ perspective on the Significance of English language as a medium of Education instruction in Nigeria secondary schools; An example of Akure South Local Government Area of Ondo State. The objectives of this project work was to identify students’ perspective and students’ attitude towards the use of English language as the sole medium of instruction. However, information was collected through the use of questionnaire which was used to investigate the student’s perspective and students’ attitude towards the use of English language as the medium of institution. A questionnaire containing twelve questions was given to the students. These questionnaires was filled and returned to the researcher. In analysing the data collected, each item was considered separately and the frequencies and percentage of response were calculated. The result shows that teachers use English language as the medium of instruction also teachers encourage the students to ask questions in English language during class lessons and that their teachers speaks in English language. The researcher offers some suggestions and recommendations to aid and explicate the importance, significance and student’s perspective of the use of English language as the medium of instruction in selected secondary schools in Akure South Local Government Area of Ondo State.
TABLE OF CONTENT
Table of contents
CHAPTER ONE: INTRODUCTION
Background of the study
Statement of the study
Purpose of the study
Significant of the study
Scope of the study
CHAPTER TWO: LITERATURE REVIEW
English as an International language
English as a second language
English as an Official language
English as international language
English Language in Nigeria
Appraisal of Literature review
CHAPTER THREE: RESEARCH METHODOLOGY
Population of the study
Sample and sampling techniques
Validity of the instrument
Reliability of instrument
Administration of instrument
Data Analysis Techniques
CHAPTER FOUR: RESULT AND DISCUSSION
Analysis of Research Question
Discussion of Result
Summary Conclusion and Recommendations
Background to the study
Education is the cornerstone of any nation and the development of any nation depends largely on the quality of her education which in turn depends on the professional qualification and occupational competency of the teachers. Ajayi (2008) succinctly asserts that education unlocks the key to modernization, but the teacher holds the key to that door. This view corroborates Alifa (2003), who states that teachers have a role to play in the development of a nation especially in bringing up leaders and intellectuals of tomorrow who will sustain the nation. The importance of teachers can never be over-emphasized. At all levels of learning: Daycare, Kindergarten, Nursery, Primary, Secondary and Tertiary, one meets a teacher. They are the foundation stones for these children.
The importance and role of English language in Nigeria did not diminish since the attainment of independence rather it has taken additional roles. The language is an important factor in the educational system, more especially when it functions as a medium of instruction in schools. It is the language of science and technology and a passport to educational advancement and prestigious employment, the language of commerce, trade and administration, and a means of national and international communication Adeyemo (2012).
In Nigeria, English language is the official language of the nation and has always been used by everyone in daily communication and education instruction.
The role assigned English in Nigerian education is outlined in the 2004 National Language Policy on Education, It states that English shall be the medium of instruction in the upper primary, secondary and tertiary level of education. Thus, the status of English is enhanced as it is not only a course of study in school but also the language after the first few years of primary up till tertiary education. The National Policy on Education  stipulates the importance of English language as one of the core subjects that will enable a student to offer any course in higher institution.
As one of the core subjects, it is naturally expected that the level of attainment of the students in English will be revealed on their performance in other subject areas. In the light of the above, the English language teachers need the active cooperation of the students of other subjects.
English language is the language of education, the only major medium of instruction in Nigerian schools, from elementary to the University level. Apart from being a subject itself, it is used to teach other subjects.
According to Marsh (2006), English is now more extensively taught and replacing other languages as a medium of instruction in many places. Since English is the language of knowledge and international relations, more emphasis should be placed on English as the medium of instruction in the context of English for Specific Purposes (ESP) and English for Academic Purposes (EAP) at tertiary level. Subject courses are dynamic areas of knowledge in which all sorts of new discoveries and a large portion of information related to them are found in English (Ismail & Mustafa, 2010; Pembina, 2009).
The role of English world-wide is a force to reckon with in Nigeria. English have grown over the years, through its checked history, not only a Lingua franca but also as the language of political, economic, cultural, scientific and technological development of Nigeria. The role of English Language in Nigeria has been well described by Spencer (1971) when he observed that "English in West Africa cannot be seen as a temporarily borrowed language, on the contrary, it is by now part of the linguistic property of those who use it". English language now determines success or failure in education and life in the Nigerian society. Secondary School leavers who have good grades in English Language are mostly employed in different departments and parastatals in Nigeria these days. All school subjects except the mother tongues are taught in English. The implication of this is that, a student must be proficient in English Language before he can perform creditably well in other school subjects.
Obameata (2000) indicated that most students fail in most school Certificate subjects because they have problem of proficiency in English Language. He also said that unless a child can acquire facility in the second language, where it is the official language of instruction, he is inevitably retarded in reasoning and achievement. The results of various researches haveindicated that there exists a significant relationship between language and thought. Goldman and Taylor (1996) conducted a survey of researches, studies and literature on the educational problems and potentials of coloured immigrant .children in Britain and concluded that language was a major factor affecting the assessment of the ability and actual school performance of immigrant children. Fayehun (1991) in her research on the relationship between English Language and other subjects has the following to say:
The knowledge of English Language particularly as a medium of instruction at the secondary school level invariably affects the comprehension ability of the students as regards the other subjects being studied. It is naturally expected that the level of attainment of the students in English will be reflected on their performance in the other subject areas. The relationship between language proficiency in listening, speaking, reading, writing vocabulary and grammar and performance in mathematics.
Statement of problem
English language has been facing a lot of challenges particularly as a language of learning and teaching (LOLT). It should be noted that the implementation of English language as a medium of instruction is both demanding and expensive. It entails a lot of resources to produce teaching and learning materials and to train teachers. Currently, concrete efforts have been made by the Nigerian government to face the challenges of implementing the English language in schools as a medium of instruction. According to Urevbu (2001), the requirements for the implementation include linguistic analysis of the phonology and grammar of the language; devising a practical orthography, and preparing and testing of primers and readers as well as supplementary reading materials. At present, these have not been provided. Olowoyo (1990) argued that the indigenous languages are not developed to welcome new concepts, ideas, formulae, theory and scientific terms that have their origin in the western world. Against this background, learner’s ability to speak English language fluently in secondary schools in Ondo State has been impeded. Therefore, given the status of English, this study therefore investigates students’ perception on the significance of English language in secondary schools in Ondo State
Purpose of the study
This study is an appraisal of students’ perspective on the significance of English language as a medium of instruction in Nigeria secondary schools, with special focus on Akure South Local Government Area of Ondo State.
The specific objectives of the study are;
1. To find out the attitudes of secondary schools students towards learning of English language
2. To find out the implication of using English language as a medium of instruction in secondary school
3. To find out the significance of English language as medium of educational instructions in Nigeria
4. To find out the extent English teacher make use of English language as a medium of instruction
5. Find out the effectiveness of using English as the sole medium of instruction in Nigeria classrooms
1. What are the attitudes of secondary school students towards using of English language as medium of instruction?
2. What medium of instruction do secondary school teachers use in teaching?
3. To what extent do teachers make use of English language as a medium of instruction?
4. How effective is the use of English language as the sole medium of instruction in Nigeria English classrooms?