THE EFFECTS OF MOTHER TONGUE ON ACADEMIC PERFORMANCE OF STUDENTS IN EKEREMOR LOCAL GOVERNMENT AREA OF BAYELSA STATE

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CHAPTER ONE

1.1       BACKGROUND OF THE STUDY

Since the introduction of formal education by the colonial masters, English Language has always been used as a medium of communication in our schools and public places. Emphasis on the use of English Language as has always been is still much felt in educational institutions in Nigeria as the various educational policies have specified the subject as a major disciple. The 1882 education ordinance for example, emphasized the use of English language as a medium of communication or interaction in classroom teaching and learning. Till today, it is essential to have at least a credit pass in English language in the West African Senior Secondary School Certificate Examination or the National Examination Council (NECO) Certificate, before such candidates could be admitted into any higher institution in Nigeria.  College of education, polytechnics and universities. Also the current National policy on education (NPE) 2004. Indicates the importance of English language despite its preference to the mother tongue as the medium of instruction in primary and secondary schools.

It should however, be noted that some educators frown  at the position of English language as a compulsory subject in our Nigerian schools. They argued in favour of the classroom? The National Policy of Education provides for the use of local language as a second choice of means of instruction or communication in a classroom situation, thereby placing first the understanding of the child. The use of any local language is strictly recommended for the nursery classes and the first three years in primary school. In line with the use of mother tongue as a medium of instruction in the secondary schools, Fafunwa (1982) observed that, if the Nigerian child is encouraged from the start to develop curiosity, initiative, industry, manipulative ability; spontaneity, flexibility, manual dexterity, mechanical comprehension and the coordination of hand and eyes, he/she easily acquire these skills and attitudes. Agun (1991), Fasanimi and Adesina (2003). Alade and etal (1999) believe that a child will learn faster and better if he or she learns or is taught in his her mother tongue at the early stage of his her education.

1.2       STATEMENT OF PROBLEM

Learning in academic environment is made possible through verbal instruction which forms a language. And the official language approved in any formal setting in Nigeria is the English Language, however; the English language as a medium of instruction has over the years not been able to take cognizance of lock of understanding of it by some children in the learning environment, besides, its deprivation of some children and young people from acquiring formal education. Psycho-linguists have come to discover that some children do not participate in learning activities because, of their inability to express themselves orally which makes them to be timid and psychologically dull and become asocial, because of the fear of being laughed at or punishment for speaking wrong English.

Thus, education which is supposed to be firstly indigenously driven is overtaken by western culture. The local environment of any child determines the first language acquired (L1), Nigeria as indigenous language which should be the first languages for the Nigeria children. English language not being the first language greatly affects the Nigerian child in its usage both in speaking and in writing in issues of pronunciation, placement and accommodation of ideas in subjects of study. The native languages in Nigeria are always in interface with the English Language. Ironically both languages interfere each other. The native language of a child affects learning the English Language in pronunciation, structuring and understanding. The English language as a world tool of communication is desirable, therefore, when the native language greatly affects its acquisition and understanding, it becomes a problem.

1.3       OBJECTIVES OF THE STUDY

The major objective of this study is to assess the level at which the mother tongue affects the academic performance of students in Ekeremor Local Government. Other may include:

1.   To find out how mother tongue affects the academic performance of students in Ekeremor Local Government;

2.   To examine how the interference of the mother tongue affects the students’ academic performances the area; and

3.   To proffer  solutions to  the problems identified in carrying out this study.

1.4       SIGNIFICANCE OF THE STUDY

The issue under study is greatly essential because it is an everyday problem that needs to be solved. The study is beneficial in the following ways:

1.   It will be helpful to all teachers, headmasters, principals and education board administrators to identify the problems affecting students’ academic performances in the area.

2.   It will assist all teachers in taking measures to solve the issue of mother tongue interference.

3.   The study can also serve as a reference to future researchers on this subject.

1.5       RESEARCH QUESTIONS:

1.   How does mother tongue affect the learning and performance of students in their studies in Ekeremor Local Government Area?

2.   To what extent does this mother tongue interference affect students in the area?

3.   What are the differences between English languages and mother- tongue?

4.   Which language among the two, do students prefer as a medium of instruction in classrooms?

5.   What are the possible solutions to these problems identified that are affecting learning and performance of students?

1.6       RESEARCH ASSUMPTIONS:

1.   That mother tongue inference affects the learning and performance of students in Ekeremor Local Government Area?

2.   That mother tongue greatly affects learning process of students;

3.   That there is a difference between English language and mother- tongue as a language;

4.   That every student has preference for a particular language.

1.7       SCOPE AND LIMITATIONS OF THE STUDY:

The major focus of this study is the effect of mother-tongue interference, on the learning and performances of students in Ekeremor Local Government Area. The study experienced some constraints limited the scope of the study. Such constraints include: the shortness of the period allowed for the study, and finance. That limited the study.

1.8       DEFINITION OF TERMS:

1.   Mother tongue

Mother tongue is a language a person naturally acquires from his native environment which is usually spoken_ by the person’s parents. It is the language the person is born into. Example: Ijaw, Tiv, Igala, Hausa, Yoruba, Igbo_> etc. This is also known as the first language or  venacular or native language.

2.   Interference

This is the process of somebody or something coming into a process either by force or without knowledge of the person being interfered. Contradictory D