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Yorùbá in south-west Nigerian primary schools in the context of the National Policy on Education

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Ògúnníran V. O., Lawal R. A.

Studies in African Languages and Cultures

2023

issue 57

35-55

Studies on primary schools and language policy implementation showed that only a few schools in Nigeria adhered to the stipulated language policy. Therefore, the study examines the extent to which Yorùbá (the mother tongue) vis-a-vis English and Pidgin was used as a medium of instruction at lower primary schools, and, also, the extent to which Yorùbá vis-a-vis foreign languages (Arabic, English, and French) was taught as a subject at upper primary schools. This study involved 705 teachers from south-western primary schools. A questionnaire with a reliability index of 0.74, classroom observation, and a focus group discussion schedule was used for data collection. The mean and standard deviation scores were used to establish the scope of language use. The findings revealed that Yorùbá was used as a medium of teaching to a very little extent (2.29), English to some extent (4.36), whereas Pidgin was not significantly used (1.43). The research has shown that the status of “little extent” is also attributed to Yorùbá-English code-switching. The study concluded that Yorùbá as a medium of instruction is not exclusively implemented at lower primaries but actively taught as a subject at upper primary schools.

Challenges of Learning in Second Language among South African School Learners with Developmental Language Disorder

88%

Ndou N. N., Adewoye S. E.

Theory and Practice of Second Language Acquisition

2024

vol. 10

issue 1

1-17

Language in education plays a critical role in effective teaching and learning worldwide. This study aimed to explore the challenges of learning in a second language among secondary school learners with developmental language disorder (DLD). The study also unveils strategies used by professionals to support learners and learners’ attitudes towards support. The study participants were learners (n = 12), teachers (n = 5), a speech Language therapist, and an educational psychologist. A qualitative research approach was utilised employing a case study as the research design. Data generation sources included non-participatory observations, interviews, and focus group discussions. Data was analysed using thematic analysis. Findings indicated that learning in a second language as the medium of instruction posed challenges for learners with DLD. They struggled with comprehension, reading, and word recognition of learning content. Teachers indicated that they used strategies such as remedial lessons and giving learners more reading material to enhance their vocabulary and narrative skills. They also referred learners to other professionals for further assistance. Parental involvement is also encouraged in support of learners. However, one of the factors limiting learners’ support is learners’ attitudes. Learners’ attitudes towards support may be attributed to limited awareness of DLD. Hence, there is a need to raise awareness of DLD among the learners. An in-depth course on special education in secondary teacher training programmes is necessary to further equip teachers with strategies to enhance inclusive classrooms. The promotion of local languages as a medium of instruction must be highly prioritised, even at a secondary level of education.

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1 Studies in African Languages and Cultures

1 Theory and Practice of Second Language Acquisition

1 Adewoye S. E.

1 Lawal R. A.

1 Ndou N. N.

1 Ògúnníran V. O.

1 2024

1 2023

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Yorùbá in south-west Nigerian primary schools in the context of the National Policy on Education

Challenges of Learning in Second Language among South African School Learners with Developmental Language Disorder