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THE IMPACT OF MOTHER TONGUE ON CHILDREN’S LEARNING AT THE LOWER LEVEL OF PRIMARY EDUCATION

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

Mother tongue as the first language of instruction in schools is an essential tool in whatever field we may find ourselves, without it any meaningful form of intellectual pursuit will be hindered. As we all know that most children who begin their education in their mother tongues make a better start as they demonstrate increased self confidence, and continue to perform better than those who start school in a new language (English). (Cummins,2000). The outlook of the education is brighter when the school builds on the foundation of mother tongue in teaching a second language. It is therefore important that one understand the functions of mother tongue, particularly pupil’s learning through it as a-medium of instruction in school. This has been given a tremendous support by both educational authorities and  the general public. (Baker, 2000).

This support however, rests on the general belief that the mastery of mother tongue assists in the understanding of other subjects like Art, Social Studies and Primary Science etc. The numerous studies in all parts of the world shows that the effective use of mother tongue tends to the better knowledge of a second or foreign language when it is acquired in a comparative short time. (Skutnabh, 2000) It is commonly known that children who lack the knowledge of mother tongue, that is children who only know how to speak English language as their first language without the knowledge of the language of their immediate environment, usually perform lower in academic work. (Baker, 2000).

In Nigeria, almost every parent wants their children to acquire the knowledge of a second language as their first language at the expense of their immediate environment. [Modernization has affected the acquisition of mother tongue in this regards. Now the way children perform in school, is no more like before, their performance had greatly dropped down almost to zero point. In a situation where children are being introduced to the language of their immediate environment at their early age, when they begin schooling, their performance in academic "work will improve. That is why this research is been conducted in order to address the role of mother tongue as it relates to child education, but at the lower level of primary school. Primary one to three are the focus of the research with a case study of some selected Model Primary School in Sokoto metropolis.

1.2     Statement of the Problem

It has been observed that the rates at which primary school pupils of nowadays are performing poorly is very alarming. This might not be unconnected with the fact that mother tongue as the first language of instruction in school and which had been stipulated in the National policy on Education (NPE, 2004) had not been use for instruction as required. And in line with this, therefore Pupils are facing a lot of challenges today with regards to their educational attainment or progress. Education, as we all know, is inevitable if one really wants to make it in life, though one may become somebody in life without it, yet it is generally believed that if one really wants to make it, education cannot be left behind.

1.3  Objectives of the Study

i.  To evaluate the relationship between mother tongue and children’s learning at the lower level of primary education.

ii.  To evaluate the impact of mother tongue on children’s learning at the lower level of primary education.

iii.  To examine whether there are sufficient periods to teach English language on the school time-table.

iv.  To know whether there are specialized teachers to teach English language in secondary schools.

v.  To examine whether pupils are exposed to correct pronunciation of words in English language.

1.4    Research Questions

The following research questions will be used in:

i.  Is there a relationship between mother tongue and children’s learning at the lower level of primary education?

ii.  Does mother tongue impact on children’s learning at the lower level of primary education?

iii.  Is there sufficient period to teach the subject on the school time-table?

iv.  Are there specialized teachers to teach English language in secondary schools?

v.  Are pupils exposed to correct pronunciation of words in English language?

1.5    Research Hypotheses

H01:  There is no significant relationship between mother tongue and children’s learning at the lower level of primary education.

H02:     Mother tongue has no significant impact on children’s learning at the lower level of primary education. 

1.6    Significance or the Study

This study would provide a threshold for proper understanding of the impacts of mother tongue on children’s learning at the lower level of primary education. It will also serve as a rich source of data for consultation by teachers and pupils on how to improve the performance of pupils in English Language. The project will form an invaluable material for the academia and the public in general.

1.7    Scope of the Study

The study essentially covers some selected Model Primary Schools in Sokoto metropolis. This choice is made to cover both primary schools.

1.8    Limitations of the study

The chief limitation faced by the researcher was the inability to reach the target audience to conduct interview as well as to administer the questionnaires amongst teachers of the target secondary schools. To mitigate this and other shortcomings, the researcher had to rely much on mail questionnaire as well as the few people that could be interviewed and those who willingly completed the questionnaires to corroborate her personal experience in the industry.

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