CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Language as a human and social phenomenon has continued to attract the attention of scholars within and outside the field of linguistics and language studies, Maduekwe, (2007:1). The importance of language to man as a means of communication cannot be over emphasized. It is one of the factors that unify a people, state or nation. Webster Encyclopedia defined language as “Any set of symbols use for communication by a people”. Similarly, Abdulwaheed (1998) said language can be defined as a code that contains signs and symbols that are meaningful with a particular linguistic community. Throughout history, man has learned to use languages other than his native tongue for communication with members of other languages and cultures.
In many parts of the world today, bilingualism and innovative approaches to education that involve the use of two or more languages constitute the normal every day experience.Innovative language programs are often implemented to promote proficiency in international language(s) of wider communication together with proficiency in national and regional languages.
According to UNESCO report (2002), due to the challenges of globalization, education systems around the world are paying special attention to foreign languages; first and foremost it is English. The choice of language in education policy is largely driven by the international labour market, particularly in the field of Information and Communications Technology (ICT) and science.
As a matter of fact, the linguistic situation of English language is both a consequence of and a contributor to globalization. According to Babajide, (2002), the fast developing technologies have literarily broken down the boundary walls of nature and we now live in a world of globalized economy, academy, polity and information flow and in this setting, English is the medium of interaction between individuals and nations. He adds that for any nation particularly in the third world to be relevant and derive the maximum benefit from the opportunities that abound in every area of human need, for personal advancement and national development, English is a sine qua-non. The use of English has fostered a world society. It is often called an international lingua franca (Fazal and Lingard 2010). In fact, it is indisputable that English has become a world language. It is the world’s leading language in terms of publications, technical reports, international conferences, and computer technology.
In recognition of the status of English as a world language, it became imperative that every individual seek to attain some acceptable level of proficiency in the language. Consequently educational systems around the world have shaped their policies to reflect the global dominance of English by making English a second language compulsory at an early stage. For examples, in countries like Fiji, a native language is the medium of instruction for the first three years in primary education, but subsequently and entirely replaced by English. In Polynesia, a native language is the medium of instruction in primary education but English is introduced as a subject early in the first or second year of primary education, (Lynch and Mugler, 2004 as cited in Fazal and Lingard 2010). In China and Korea, the age at which English is introduced has recently been reduced from 11 and 12 years respectively to 9 years (kaphan and Baldauf 2003, cited in Fazal and Lingard, 2010).
In Nigeria, a multilingual nation, the trend is not different. English not only enjoys a prestigious status as the nation’s lingua franca, it is also a core subject in the school curriculum. It serves as pre-requisite for certification of Senior Secondary Certificate, for admission to tertiary institutions and for job opportunities. It is the nation’s window to the outside world.
Consequently, it is desirable that students should attain a reasonable level of proficiency in the language in other not to be left behind in this new age of science and technology.
To promote the study of and proficiency in both English languages as well as in the mother tongue, the Federal government promulgated and incorporated the Mother Tongue Education in the National Policy on Education which states thus: “The medium of instruction in the primary school shall be the language of the environment for the first three years. During this period English shall be taught as a subject. From the fourth year, English language shall progressively be used as a medium of instruction and the language of the immediate environment and French shall be taught as subjects” NPE, (4th. Ed, 2004: PP.16).
In addition to further intensify effort to improve proficiency in English language, English language curriculum was revisited and reshaped as part of reformation process. The reform took cognizance of the fact that any attempt to prepare English language curriculum with the desire to enhance proficiency in the language among secondary school students must recognize the position of English in the present day Nigeria and the world over Maduekwe, (2004).
1.2 Statement of the Problem
With the promulgation of the mother tongue language education policy and the reformation of the secondary school English language curriculum, it is normal to expect great improvement in students’ performance in English language in their terminal examinations. Nevertheless, it is sad and disheartening to observe that, in spite of these efforts, the students’ level of proficiency in English language skills remains appalling. The results obtained by students at all levels in Nigeria education keep plummeting, as evidenced in the external examinations at the end of secondary school with an average credit pass level fluctuating around 10% and with the Nigerian students performing worse than an average student of other West Africa countries Ikonta, (2010: iv). Obanya (1982) and Obemeota (1984) summarized the dismal and unhappy state of this thus:
“Every year… the performance has tended to be worse than the previous year, but this year there has been a noticeable decline in general and there is certainly grave cause for concern about the standard of English teaching and learning in our country”. This situation has been a great concern to parents as well as the general public. The concern by parents and the general public of the poor performance of students is justified in view of the importance of English in Nigeria in particular and the world at large. If the situation is not arrested on time, it will not only hinder students’ social and academic development but will also adversely affect the nation’s social, political and economic advancement because English functions across the world as a language of inclusion and exclusion in participation in global activities.
This ugly situation compels the researcher to undertake this study, to critically assess the level of the mother tongue education policy implementation and its effect on students’ proficiency in the “world language”, noting successes, and constraints along the line with a view to offer suggestions for performance enhancement strategies for the immediate future.
1.3 purpose of the Study
The main purpose of the study is to assess the level of the mother tongue policy implementation and its impact on students’ proficiency in English language skills of Senior Secondary Schools three (SSS3) Students in Lagos state.
The specific objectives are to:
1. Ascertain if students’ reception of initial literacy in the mother tongue has any influence on their English language proficiency skills.
2. Examine the extent to which parents’ attitude towards the use of the mother tongue for initial literacy influences the level of the mother tongue language policy implementation.
3. Establish the extent to which teachers’ perceptivity of and attitude towards the mother tongue education policy has influenced the implementation level of the mother tongue policy.
4. Establish if parents’ perceptivity of the mother tongue education policy and preferences for the use of language at home has any influence on their attitude towards the use of the mother tongue for initial literacy.
5. Investigate the level of Government’s commitment to the mother tongue language policy implementation by providing adequate human and material resources.
1.4 Research Questions
The following research questions were answered in this study.
1. Will students’ reception of initial literacy in the mother tongue influence their English language proficiency skills?
2. To what extent will parents’ attitude towards the use of the mother tongue for initial literacy influence the implementation level of the mother tongue language policy?
3. Will teachers’ perceptivity of and attitude towards the mother tongue education policy have any influence on the implementation level of the mother tongue policy?
4. To what extent will parents’ perceptivity of the mother tongue education policy and preferences for the use of language at home influence their attitudes towards the use of the mother tongue for initial literacy?
5. To what extent committed is the government committed to the mother tongue policy implementation by providing adequate human and material resources?
1.5 Research Hypotheses
The following statistical hypotheses will be tested in this study.
1. There is no significant influence of the students’ reception of initial literacy in the mother tongue on their English language proficiency skills.
2. There is no significant influence of parents’ attitude towards the use of the mother tongue for initial literacy on the implementation level of the mother tongue language policy.
3. There is no significant influence of teachers’ perceptivity of and attitude towards the mother tongue policy on the implementation level of the mother tongue policy.
4. There is no significant influence of parents’ receptivity to mother tongue policy and preferences for use of language at home on their attitude towards the use of mother tongue for initial literacy.
5. There is no significant influence of the Government’s commitment to the mother tongue policy implementation by making available adequate human and material resources on the level of implementation.