TABLE OF CONTENT
Title page i
Approval page ii
Table of content vii
Background to the Study 1
Statement of the problem 7
Purpose of the study 7
Significance of the study 8
Delimitation of the study 8
Research Hypothesis 9
Review of Literature 11
Summary of literature review 20
Research Design 21
Area of the Study 22
Sample of the study 23
Instrument for data collection 23
Validity of the instrument 24
Reliability of the instrument 25
Administration of the instrument 25
Data Analysis Techniques 26
Presentation and Analysis of Data 27
Analysis of Data 28
Discussion of Findings 36
Implication of the findings 38
Limitation of the study 40
Suggestion for Further Findings 40
This study examined the pedagogical implication of English Language as a medium of instruction in Junior Secondary Schools in some selected Secondary Schools. The purpose of the study is to find out various levels of pedagogical encounter in using English Language as a medium of instruction. Five hypotheses were postulated. In order to ascertain the significance of these hypothesis, one hundred and fifty questionnaires (150) were administered in six (6) Junior Secondary Schools in Ikere Local Government of Ekiti State. From the analysis, it was discovered that all the assumptions were valid, with problems of inadequacy of instructional materials carrying 92.9% of the total respondent followed by the effect of mother’s tongue which had total of 50% of the respondent.
Background of the study
English is one of the most important Languages in the world. It is spoken as a first language or “mother tongue” by over 320 million people. Most of these countries are U.S.A. and Canada in the U.K and in Australia and New Zealand. English is also the language about 4 million people in the West Indies and 1 million people in South Africa.
This language is also of great importance as a second language used between people who speak different “mother tongue”. In many countries such as Malaysia, India, the Philippines and many African countries like Nigeria that was controlled by the USA or UK. It is also the international language for air-traffic control.
According to Ogunkeye (2004) in his work “Linguistic Acceptability and the learner of English as a Second Language”, English is seen as a second language in education, business and government in many of the countries that were once administered by the U.K. It is widely in Nigeria, Ghana, Kenya, Tanzania and other Anglophone countries. It is also the official language in these countries.
The history of English language in West Africa can be traced down to 16th and 17th century. First, it came to PIDGENS and CREOLES languages. A modern development of these early Creoles and Pidgin English Language emanated from the trade contact between the Africans and the early European traders and missionaries.
It is recorded that English Language in Nigeria has had an unbroken history of 172 years. It was introduced into Nigeria by the missionaries who arrived at Badagry in 1842, although it is clear that before the arrival of these missionaries there were settlement of English speaking freed slaves in Sierra Leone (the Creoles / Also before the time, there were sporadic incursions of English slave traders into towns and cities along the coast of West Africa. These had very little effect on the introduction of English Language into Nigeria.
English is a Germanic Language of the Indo-European family. It is the second most spoken Language in the world. It is therefore estimated that there are 200 million native speakers and 300 million who use English as a second Language and a further 100 million use it as a foreign Language. It is the language of instruction, science, computing, diplomacy and tourism. English is listed as the official or co-official Language of over 45 countries and is spoken extensively in other countries where it has no official status. It plays a part in the cultural, political or economic life of the following countries. Australia, Botswana, Canada, Ghana, Jamaica, New Zealand, Uganda, Liberia, Gambia, Sierralone and Nigeria to mention but a few. English is by far the most widespread of the world’s Language. English has shown a marked tendency to go outside its own linguistic resources and borrow from other languages. English has built up an unusual capacity for assimilating outside the European countries. English is neutral because it doesn’t belong to a particular country but all countries under British colony. English Language is widespread today because Britian colonize almost every country i.e. they stooped to conquer every Language.
Sequel to the missionary activities was colonialism and imperialism of West Africa countries by the British (Nigeria indusive) thus, literacy in English becomes a necessity especially, for those aspiring for jobs in the civil services or the colonial government.
According to Hewings, (2008) he opined that of the entire heritage left behind in Nigeria by the British at the end of colonial administration probably none is more important than the use of English Language is a medium of expression Nigeria as a multi-lingua nation has accepted English Language as a national Language functioning as the Language of wider communication.
In his own opinion Ajayi (2009), contended that the entrenchment of English Language was perhaps most noticeable in the field of education. According to him, section 3 paragraph, 15 sub-paragraph 4 of National Policy on Education (1981:31) states that:
“Government will see to it that the medium of instruction in secondary schools is the mother tongue or the Language of the immediate community and at the later stage English Language”
From the above assertion, it is deduced that English Language is more encouraged than any of the indigenous language which are recognized, but with conditionalities. Therefore English Language is a Language that plays a number of roles in the society. The continual slide in the performance of students in the English Language in external examinations is a course for great concern not only for teachers but also for all stakeholders in the business of education. This is more worrisome when one considers the fact that English Language doubles as a medium of instruction in Nigeria schools as well as our lingual franca. The central role of English Language cannot, therefore be wished away.
Thus, English Language becomes a subject in the first three years of primary education and later become the instruction as well as subject up to the tertiary level of education. The pattern of failure has, however shown that the incidence appears to be higher in some schools than it is with other schools. A number of factors have been linked to the courses, but more relevant is the issue of qualification of the teachers. This is more important because in the business of teaching and learning, teachers offer only what they have. You cannot offer what you don’t have.
When the Europeans came to Nigeria in 19th century they decided to use their native Language as the medium of communication. They promoted it, the schools by making it Language of instruction, annual grants were given to schools that taught English and their graduates were offered readymade employment whether in civil service or the economic areas and as interprets in churches. In a nutshell, they were placed on their fellow countrymen who could not speak English (Awobuluyi 2008). Since then to date, Nigerians use English for a large number of purposes of which Babajide (2001:2) opined that Nigerians are favourably disposed to using English both in oral and written modes and the language possesses instrumental and integrative influence. Ogunkeye (2004) is of the view that current economy English is dominant in many domains, which creates a huge instrumental demand for English. There has already been a penetration of the Language into most cultures and educational system. The roles played by English as expressed above suppress the study of Nigerian Language from the foregoing, this research is therefore set to examine the implication of the use of English as a medium of instruction in secondary schools.
Statement of the Problem
The problems of this study is to find out the implication of the use of English Language as a medium of instruction in some selected secondary schools in Ikere Ekiti Local Government in Ekiti State. This study will look into the teachers’ professional training in English Language, competence and proficiency in all the Language skills if they are in good measure. In this wise, English teachers should have a good knowledge of current usage and the theoretical of English Language.
Purpose of the study
The purpose of this study is to find out the implication of the use of English Language as a medium of instructions in some selected Secondary Schools in Ikere Local Government in Ekiti State. Therefore the study is designed to find out the various prospects and problems students encounter in classroom instructions as a result of using foreign languages like English Language as a medium of instruction.
Significance of the study
English occupies a paramount position in the educational, economic and political system of this country (Nigeria). Thus, the study of this nature would throw more light on the importance of English Language as a medium of instruction in Secondary Schools and the extent to which the pupils proficiency in the subject matter has influenced their performances in other subjects. The problems impeding this activity will be explored and necessary solutions shall be recommended.
Delimitation of the study
This research covers randomly some selected Secondary Schools in Ikere Local Government Area of Ekiti State. Hence, for the purpose of this research work, the researcher wishes to limit the study to six Junior Secondary Schools, which were randomly selected in the local government. These schools include:
- Ikere Junior High School, Ikere-Ekiti
- Amoye Grammar School, Ikere-Ekiti
- Eleyo Junior High School, Ikere-Ekiti
- Annunciation School, Ikere-Ekiti
- African Church Comprehensive High School, Ikere-Ekiti
- Saint Louis Grammar School, Ikere-Ekiti
This work will look into the implication of the use of English Language as a medium of instruction in secondary schools.
In investigating the pedagogical implication of the use of English Language as a medium of instruction in secondary schools, the following are formulated to guide the investigator;
- The social environment of the learners affect the learning of English Language in secondary schools
- Effect of adaptation of organs of speech to a particular language on the learning of English
- The student’s mother tongue has linguistic interference in oral and written expression on the learners
- Inadequacy of instructional materials affect the learning of English language
- The studies attitude towards learning affect the learning of English Language
This Project is is available for the below list of Nigerian State capitals.
Abia Umuahia, Adamawa Yola, Akwa Ibom Uyo, Anambra Awka, Bauchi Bauchi, Bayelsa Yenagoa, Benue Makurdi, Borno Maiduguri, Cross River Calabar, Delta Asaba, Ebonyi Abakaliki, Edo Benin. Ekiti Ado Ekiti, Enugu Enugu, Gombe Gombe, Imo Owerri, Jigawa Dutse, Kaduna Kaduna, Kano Kano, Katsina Katsina, Kebbi Birnin Kebbi, Kogi Lokoja, Kwara Ilorin, Lagos Ikeja, Nasarawa Lafia, Niger Minna, Ogun Abeokuta, Ondo Akure, Osun Oshogbo, Oyo Ibadan, Plateau Jos, Rivers Port Harcourt, Sokoto Sokoto, Taraba Jalingo, Yobe Damaturu, Zamfara Gusau, FCT Abuja.
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