IMPEDIMENTS TO LEARNING THE ENGLISH LANGUAGE IN NIGERIAN EDUCATION: A PHILOSOPHICAL DISCOURSE

IMPEDIMENTS TO LEARNING THE ENGLISH LANGUAGE IN NIGERIAN EDUCATION: A PHILOSOPHICAL DISCOURSE 

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Inroduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

Abstract:
The English language plays a crucial role in the Nigerian education system, serving as a medium of instruction, communication, and a gateway to global opportunities. However, the learning of English as a second language in Nigeria faces numerous impediments that hinder effective language acquisition. This abstract presents a philosophical discourse on the challenges and underlying factors that impede English language learning in the Nigerian education system.

Drawing from philosophical perspectives, this discourse explores the historical, cultural, and sociolinguistic factors that contribute to the difficulties encountered by Nigerian students in learning English. It delves into the influence of colonialism, which introduced English as a language of power and dominance, thereby creating a linguistic hierarchy that marginalizes indigenous languages. Moreover, cultural diversity and the existence of numerous Nigerian languages present a complex linguistic landscape that poses challenges in English language acquisition.

Furthermore, this discourse examines the limitations of the educational system, including inadequate infrastructure, lack of qualified teachers, and outdated instructional methods. These deficiencies hinder the development of critical language skills and hinder students’ ability to communicate effectively in English.

Philosophical theories, such as critical pedagogy and linguistic relativity, are employed to analyze the underlying assumptions and ideologies that shape English language education in Nigeria. Critical pedagogy highlights the need for transformative educational approaches that empower students and promote linguistic and cultural inclusivity. Linguistic relativity, on the other hand, emphasizes the influence of language on thought and perception, suggesting that the dominance of English may impact students’ cognitive development and cultural identity.

Finally, this discourse proposes potential solutions to address these impediments. It emphasizes the importance of policy reforms that promote the integration of Nigerian languages in the education system, as well as the provision of training and professional development opportunities for teachers. Additionally, it advocates for the adoption of learner-centered instructional methods that foster active engagement and critical thinking.

In conclusion, this philosophical discourse sheds light on the impediments faced by Nigerian students in learning the English language within the context of the Nigerian education system. By examining the historical, cultural, and educational factors, this discourse aims to contribute to the ongoing dialogue on language education in Nigeria and inform future initiatives aimed at enhancing English language learning outcomes.

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