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ABSTRACT

The purpose of this study was to find out the factors that inhibit the learning of English Language Proficiency in Kaduna State College of Education Gidan-Waya. English Language proficiency especially in Kaduna State College of Education and indeed all higher institutions in the country have become a mirage and a quest. Since the inception of the college at Kafanchan in 1977 and its present site of Gidan-Waya, virtually all courses and their curriculum have been administered in English Language. Yet, it is a dilemma that the majority of students could hardly speak or write in English without making a number of irritating errors. The project focuses on making a critical and comprehensive analysis of this dilemma with a purpose of suggesting measures of ameliorating this impasse for the particular benefit of staff and students of College of Education Gidan-Waya. The descriptive survey was used and two sets of questionnaires were designed to collect information from students and teachers. Data was collected through the use of questionnaire to the respondent, analyzed and presented in tables. The finding revealed that for now no Nigerian dialect can effectively replace English language as the sole medium of instruction and that poor English usage impedes development. The research recommended that all Nigerian students must be proficient in English language and competent teachers be recruited to achieve this.

 

 

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

By 1970 more Advanced Teachers Colleges (ATC) had already been established in order to speed up teachers production because government realized that the country had depended too much on expatriate teachers is post-primary institutions. Both the state and Federal Government considered this situation very undesirable. This was worsened by the expansion of the educational programme of which Universal Primary Education (UPE) was only the beginning.

The Kaduna State Government under the leadership of Governor Usman Jibril established a state Advanced Teachers College in April 1977 with an initial intake of 180 students. Although budget estimates were made for the college in the 1976/77 fiscal year, nothing was spent on the college. The appointment of the principal Mr. Paul Turton and staff was effective from 4^th April 1977 and the college was opened on 30^th April 1977.

The first intake consisted of ninety (90) Arts and fifty (50) science students but the college was able to admit only thirty five (35) science students. The balance was made up from the Arts. The reason may not have been unconnected with the role of Grade II teachers colleges, which were Arts-oriented.

The college was established in order to provide training in Arts, language, sciences, vocational and technical education which could lead to the award of the Nigerian Certificate in Education (N.C.E). The college was affiliated to Ahmadu Bello University Zaria in 1978, for the purpose of moderation, standardization of examination, courses and syllabuses and for the purpose of professional acceptability. In 1983, the college was approved to run degree programmes and the name was changed from Advanced Teachers College Kafanchan to Kaduna State College of Education Gidan-Waya. In the same year when the degree programmes were to be implemented, the college was moved to its permanent site in Gidan-Waya in 1995.

Hausa was among the pioneer subjects or courses offered by the college. It had the following combination; Hausa/Islamic; Hausa/Yoruba; Hausa/Social Studies; Hausa/History; Hausa/Arabic Studies; Hausa/French and a total of 34 students of different Hausa combination graduated in 1980. Since its inception, the department has had 18 sets of students but the college programmes were only recently reviewed, assessed or evaluated. The crux of the matter then is that there is a deliberate absence of course combinations which include English Language. The preponderance of Hausa based courses seem to suggest that the language is the medium of instruction. This however is not the case. Indeed, in the 1970s English was and still is the official language.

1.2       STATEMENT OF THE PROBLEM

The problem of this research can be stated in the following broad questions:

1. How can English-Language proficiency be achieved?
2. How can the falling reading culture be redeemed ?
3. What are the factors directly responsible for the malaise?
4. Is the situation peculiar or is it pervasive in other higher institutions in Kaduna State and Nigeria?
5. What practical steps can be taken in the local community (the college) to bring this problem to a minimum?

The researcher is stimulated to find answers to these and many other hypothetical problems that will ensue. It is sincerely believed that this effort would be an avant-garde to bringing lasting and durable solutions to Nigeria’s educational environment.

1.3       PURPOSE OF THE STUDY

The purpose of this study is to investigate inhibitions to English Language proficiency in Kaduna State College of Education Gidan Waya.

Specifically the study focuses on the following areas:

1. To show how important English Language proficiency can affect everyday life.
2. To throw more light on the need for the government to encourage literacy in English Language in Nigeria.
3. To show how proficiency in English Language affects the economic, cultural, social and religious lives of the society.
4. To encourage Nigerians and charge them to be proficient in English Language study being one of the most important languages on earth.
5. To enlighten the English teachers of the need to put up all efforts to educate especially pupils and secondary school students since the foundation for proficiency of English Language starts from primary and secondary schools level.
6. To enlighten students of all levels of the need to be proficient in English Language.
7. The research is also targeted at showing the effect of English Language on the learning of other subjects in schools.

 

 

1.4       SIGNIFICANCE OF THE STUDY

Communication is a very important aspect of life, especially in the administration of the classroom curriculum. English language as an acceptable official and national language is the vehicle of this transmission. The acquisition of a good command of the language of expression in all dialogues, interaction and conservations is of the utmost importance. What every idea a presenter has in mind cannot be successfully presented if the vehicle is not good enough. Language proficiency. Papacy is therefore inexcusable.

1. One of the major significance of this research is that it would serve as a useful document that will provide guidelines on enhancing the use of language in tertiary institutions. The local, state and federal governments can draw a lot from it especially in their educational, social and even political policy formulation and the making of school syllabus.
2. The research would also serve as a reference point, a repertoire of related literature to other researchers, students and staff of the Kaduna State College of Education Gidan-Waya who might embark on a more comprehensive study of this phenomenon.
3. The study is a platform, an avant-garde report for the particular benefit of staff, students and Gidan-Waya community who are ignorant of the history, background, courses and other relevant items of the college.
4. It would also initiate a dialogue and challenge the influence of pidgin, Nigeria-English and the corrupted mother tongue as agents of inhibition to English language proficiency, among staff and specifically students.
5. This study would influence budgetary decision and allocations by the college and government to the cause of English Language, the Department of English and the school of languages. It would ginger the authorities to accord priority to the numerous needs of the staff and students of the Department of English.
6. Finally, it would also stimulate the desire for the resuscitation of the dead reading culture in the community; influence the growth and development of English Language clubs and societies in the college. It will as well prompt students and staff to engage in exhaustive dialogues, conversations and communication solely in English language for maximum proficiency.

1.5       DELIMITATIONS OF THE STUDY