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THE STUDY OF THE SPOKEN ENGLISH OF SELECTED PRIMARY SCHOOL CHILDREN IN SOUTH-SOUTH NIGERIA
Abstract
This quantitative survey research design aimed to explore the spoken English of selected primary school children in South-South Nigeria. A structured questionnaire was meticulously designed to collect data from a targeted sample of 120 respondents, ensuring representation across diverse linguistic and cultural backgrounds within the region. The survey instrument was developed to assess perceptions regarding linguistic features, challenges, and the influence of local languages on spoken English. SPSS27 was employed for data presentation and analysis, utilizing statistical tools such as t-tests to test the formulated hypotheses. The findings of the study revealed significant correlations between linguistic features in the spoken English of primary school children, affirming the presence of distinctive linguistic patterns. Moreover, challenges in maintaining standard English pronunciation were identified, with local languages playing a notable role in shaping variations. The study underscored the significant impact of linguistic diversity on challenges faced by primary school children in acquiring spoken English skills. In conclusion, the study provides valuable insights into language development among primary school children in South-South Nigeria. The use of a quantitative survey research design, coupled with statistical analyses, facilitated a nuanced understanding of linguistic nuances and challenges. The findings emphasize the importance of culturally responsive language instruction that integrates local language influences and addresses pronunciation difficulties. Recommendations include adopting multilingual pedagogies, enhancing teacher training programs, and advocating for inclusive educational policies. These insights contribute to the existing body of knowledge on language development, offering practical implications for educators, curriculum developers, and policymakers striving to create inclusive and effective language instruction programs in multicultural contexts.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Language development in primary school children is a critical aspect of their overall cognitive and social growth. This becomes even more significant in regions like South-South Nigeria, characterized by a rich tapestry of multicultural and multilingual influences. To comprehend the intricacies and distinctive patterns of spoken English in primary school children within this context, it is imperative to conduct a comprehensive study. The study aims to fill existing research gaps, shedding light on the linguistic landscape and aiding educators, policymakers, and linguists in tailoring effective language acquisition strategies.
One of the key factors influencing language development in South-South Nigeria is the linguistic diversity within the region. Adeleye and Ogunremi (2017) emphasize the promotion of Nigerian languages for sustainable development. The intricate interplay between local languages and English can significantly shape the spoken English of primary school children. Benson (2022) reinforces this by highlighting the real and potential benefits of bilingual programs in developing countries. Therefore, a study on the spoken English of primary school children in South-South Nigeria needs to consider the impact of linguistic diversity and the influence of local languages on language acquisition.
The importance of the mother tongue in Nigeria’s educational context is underscored by Adeyinka (2018). The study advocates for recognizing the significance of the mother tongue in language development, a factor that might influence the spoken English of primary school children in South-South Nigeria. The research by Fernando (2020) on the effect of mother tongue-based education on teaching mathematics subjects among elementary grade pupils further emphasizes the role of the mother tongue in shaping various language skills.
Anjum’s (2015) study on gender differences in mathematics achievement and its relation to reading comprehension adds another layer to the exploration of spoken English. While not directly focused on spoken English, this research highlights the interconnectedness of different language skills. Understanding how gender differences might impact language development can be crucial when studying the spoken English of primary school children in South-South Nigeria.
Akinola’s (2021) work on language engineering for scientific and technological advancement, specifically focusing on the Yoruba example, provides insights into the potential impact of language on cognitive abilities. Although the study does not directly relate to South-South Nigeria, the broader exploration of language’s role in intellectual pursuits can contribute to understanding spoken English patterns in primary school children.
The challenges and variations in spoken English among primary school children in South-South Nigeria need careful examination. Alimi’s (2022) research on activity-based and guided discussion methods as determinants of NCE pre-service teachers’ achievement in and attitude to Yoruba essay writing can offer valuable insights into pedagogical approaches that might influence spoken English proficiency. Additionally, Sumbalan et al. (2017) explore the utilization of the mother tongue in teaching young learners, which could provide context-specific strategies to address challenges in spoken English.
The socio-cultural context of language acquisition cannot be overlooked, as emphasized by Benson et al. (2017) in their study on promoting indigenous language in Nigeria. The issues and challenges outlined in their research are relevant when considering the spoken English of primary school children in South-South Nigeria, where indigenous languages coexist with English. Similarly, Kolawole and Dele’s (2022) examination of the national policy of language education in Nigeria provides a framework to understand the broader implications for the teaching and learning of English, which can impact spoken English proficiency.
Cummins (2019) challenges traditional paradigms in bilingual education research, questioning the place of theory in this field. This critical perspective can guide researchers in exploring innovative methods to understand and improve spoken English among primary school children in South-South Nigeria. Hovens (2022) delves into bilingual education in West Africa, evaluating its effectiveness. Although the study may not directly align with the South-South region, its findings can offer insights into the broader challenges and opportunities in bilingual education that may influence spoken English acquisition.
The significance of mother tongue-based education is highlighted in UNESCO’s (2018a) advocacy for local languages as a key to effective learning. This aligns with the notion of incorporating local languages in the educational process, which may impact the spoken English of primary school children in South-South Nigeria. The UNESCO Bangkok (2021) advocacy brief on mother tongue-based teaching and education for girls further emphasizes the importance of considering gender-specific approaches in language education, which can be relevant when studying the spoken English of primary school girls in the region.
In conclusion, the spoken English of primary school children in South-South Nigeria is a multifaceted subject that necessitates a thorough investigation considering linguistic diversity, local language influences, gender differences, pedagogical approaches, and the broader socio-cultural context. The referenced studies provide a foundation for understanding these intricacies, offering valuable insights that can guide a comprehensive research study aimed at bridging existing gaps in knowledge and contributing to effective language acquisition strategies in the region.
1.2 Statement of Problem
The spoken English of primary school children in South-South Nigeria presents a complex and understudied phenomenon. Despite the cultural and linguistic richness of the region, there is a noticeable dearth of comprehensive research addressing the nuances and challenges inherent in the development of spoken English among these young learners.
Anjum’s study (2015) on gender differences in mathematics achievement and its relation to reading comprehension hints at potential variations in language development that may exist among primary school children in South-South Nigeria. However, a focused investigation into the spoken English patterns, encompassing pronunciation, vocabulary, and grammatical structures, is lacking.
Additionally, Adeyinka’s work (2018) on the place of the mother tongue in Nigeria emphasizes the potential influence of local languages on language acquisition. The intricate interplay between indigenous languages and English can pose challenges and variations in the spoken English of primary school children, but a specific examination of these dynamics within the South-South context is essential.
The absence of localized studies addressing these issues highlights a significant gap in our understanding of language development in this specific region. Alimi’s research (2022) on activity-based and guided discussion methods as determinants of pre-service teachers’ achievement in Yoruba essay writing suggests the need to explore pedagogical strategies that might impact spoken English proficiency. However, such insights need to be contextualized within the sociolinguistic and cultural dynamics of South-South Nigeria.
The overarching problem lies in the insufficient attention given to the unique linguistic environment of South-South Nigeria and its potential impact on the spoken English of primary school children. A focused exploration of this issue is imperative to inform educators, policymakers, and linguists, guiding the development of effective language acquisition strategies tailored to the needs of these young learners in the region.
1.3 Objectives of the Study
- To investigate the linguistic features and patterns present in the spoken English of primary school children in South-South Nigeria.
- To identify potential challenges and variations in spoken English among primary school children in the region.
- To assess the impact of linguistic diversity and local language influence on the spoken English of primary school children in South-South Nigeria.
1.4 Research Questions
- What are the prevalent linguistic features and patterns in the spoken English of primary school children in South-South Nigeria?
- What challenges and variations exist in the spoken English of primary school children in the region?
- How do linguistic diversity and the influence of local languages impact the spoken English of primary school children in South-South Nigeria?
1.5 Research Hypotheses
- There is no significant correlation between linguistic features in the spoken English of primary school children in South-South Nigeria.
- The influence of local languages has no significant effect on variations in the spoken English of primary school children in the region.
- Linguistic diversity is not a contributing factor to the challenges faced by primary school children in acquiring spoken English skills in South-South Nigeria.
1.6 Significance of the Study
This research carries considerable importance for a diverse array of stakeholders, encompassing educators, curriculum developers, policymakers, and linguists. An in-depth comprehension of the spoken English patterns among primary school children in South-South Nigeria has the potential to serve as a foundational pillar for the enhancement of various educational facets.
Educators stand to benefit significantly from the findings of this study. Insights into the linguistic intricacies of spoken English in primary school children can inform and refine teaching methodologies. By understanding the specific challenges and variations in language development within this region, educators can tailor their approaches to better cater to the needs of their students, fostering more effective and inclusive learning environments.
Curriculum developers are another key beneficiary of this research. The nuanced understanding of spoken English patterns allows for a more informed design of curricula that align with the linguistic diversity prevalent in South-South Nigeria. This, in turn, promotes educational materials and activities that resonate with the cultural and linguistic backgrounds of the students, enhancing the overall effectiveness of the curriculum.
Policymakers, too, find value in the outcomes of this study. The insights generated can contribute to the formulation of language policies that acknowledge and accommodate the linguistic variations present in the region. Such policies can be instrumental in fostering an environment that supports language development in primary school children and, by extension, the broader educational objectives of the region.
Linguists benefit from the research as it extends the boundaries of their understanding of language acquisition and variation in a multilingual context. The South-South Nigeria setting offers a unique backdrop for exploring how linguistic diversity and local language influence contribute to the development of spoken English skills in young learners. By shedding light on these dynamics, the study contributes to the broader field of linguistics, enriching our understanding of language development in diverse cultural and linguistic landscapes.
1.7 Scope of the Study
This study focuses on primary school children in the South-South region of Nigeria, specifically selected schools that represent the linguistic and cultural diversity prevalent in the area. The research will delve into the spoken English of children aged 6 to 12 years, exploring linguistic features, variations, and challenges within this age group.
1.8 Operational Definition of Terms
Spoken English: For the purpose of this study, spoken English refers to the verbal communication skills of primary school children, encompassing pronunciation, vocabulary, and grammatical structures in their everyday conversations.
Linguistic Features: The distinctive attributes and characteristics of language, including but not limited to pronunciation, intonation, and vocabulary.
Variations: Differences or deviations in spoken English patterns among primary school children, considering factors such as regional dialects, socio-economic backgrounds, and local language influence.
Linguistic Diversity: The presence of multiple languages and dialects within the South-South region of Nigeria, influencing the spoken English of primary school children.
Local Language Influence: The impact of indigenous languages spoken in the region on the acquisition and usage of English by primary school children.
Challenges: Obstacles or difficulties faced by primary school children in acquiring and mastering spoken English skills.
Multicultural Context: The coexistence of diverse cultural practices and beliefs within the South-South region, influencing the linguistic environment of primary school children.
Language Acquisition: The process through which primary school children learn and internalize spoken English skills during their formative years.