It Is Still "Double Take": Mother Tongue Education and Bilingual Classroom Practice in Nigeria

Autor/in	Salami, L. Oladipo
Titel	It Is Still "Double Take": Mother Tongue Education and Bilingual Classroom Practice in Nigeria
Quelle	In: Journal of Language, Identity, and Education, 7 (2008) 2, S.91-112 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
Schlagwörter	Bilingual Education; Foreign Countries; Classrooms; Code Switching (Language); Teaching Methods; Bilingualism; Elementary Schools; English (Second Language); Second Language Learning; Language of Instruction; Teacher Student Relationship; African Languages; Language Attitudes; Nigeria + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Ausland; Classroom; Klassenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Elementary school; Grundschule; Volksschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sprachverhalten
Abstract	In this article, I explore language practices in Nigerian primary school classrooms against the backdrop of the policy of mother tongue education. Findings from the study show that there is a classroom bilingual practice that is rather unstructured in terms of curricular application and levels. The study shows that rather than implementing the country's mother tongue education policy, teachers have resorted to evolving a varied "policy" of bilingual instruction. The article also shows that the inherited colonial language--English--is used as early as the first year of the child's primary school education while the mother tongue continues to be used throughout the fourth year, when the transition to English medium should have commenced. Furthermore, the "untidiness" seems compounded by a regular use of code switching (CS) by teachers. The article concludes that there is a need for a pragmatic approach to language-in-education in Nigeria whereby room should be provided for the co-official use of English and mother tongue as well as a "supplementation" with CS where and when necessary. (Contains 5 tables and 7 endnotes.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10