AN APPRAISAL OF STUDENTS’ PERSPECTIVE ON THE SIGNIFICANCE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION IN NIGERIA SECONDARY SCHOOL
ABSTRACT
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
Title
Approval page
Dedication
Acknowledgement
Abstract
Table of contents
CHAPTER ONE: INTRODUCTION
Background of the study
Statement of the study
Purpose of the study
Research Questions
Significant of the study
Scope of the study
CHAPTER TWO: LITERATURE REVIEW
English as an International language
National policy
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
CHAPTER FIVE
Summary Conclusion and
Recommendations
Summary
Conclusion
Recommendation
References
Appendix
CHAPTER
ONE
INTRODUCTION
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
[2001] 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
Research
Question
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?
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