PROBLEMS AND PROSPECTS OF TEACHING AND LEARNING ẸDO LANGUAGE IN SCHOOLS

PROBLEMS AND PROSPECTS OF TEACHING AND LEARNING ẸDO LANGUAGE IN SCHOOLS 

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Introduction                                                 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 teaching and learning of indigenous languages play a crucial role in preserving cultural heritage and fostering linguistic diversity. In the context of Nigeria, the Ẹdo language is one such indigenous language that faces several challenges and holds numerous prospects in schools. This abstract provides a brief overview of the problems and prospects associated with teaching and learning Ẹdo language in schools.

The problems related to teaching and learning Ẹdo language in schools can be categorized into four key areas: curriculum and instructional materials, teacher availability and training, student attitudes and motivation, and societal attitudes and language shift. Firstly, the lack of standardized curriculum and instructional materials poses a significant challenge. The absence of comprehensive textbooks, workbooks, and teaching aids limits effective instruction and hampers student engagement. Secondly, the scarcity of qualified teachers who are proficient in the Ẹdo language is a significant obstacle. Inadequate teacher training programs and low incentives for language teachers further contribute to this issue. Thirdly, student attitudes and motivation towards learning the Ẹdo language are often influenced by societal perceptions. Negative attitudes towards indigenous languages and a preference for English or other dominant languages can impact student enrollment and commitment. Lastly, the increasing language shift towards English as the medium of instruction and the wider use of global languages in various domains pose a threat to the survival and relevance of the Ẹdo language.

Despite these challenges, the teaching and learning of Ẹdo language in schools also hold promising prospects. Firstly, recognizing the importance of preserving cultural heritage and linguistic diversity, there is an increasing awareness and advocacy for the inclusion of indigenous languages in the curriculum. This has led to efforts in curriculum development and the promotion of Ẹdo language teaching. Secondly, the advent of technology and digital resources has opened up new avenues for language learning. Online platforms, mobile applications, and e-learning resources can enhance accessibility and engagement in Ẹdo language instruction. Thirdly, community involvement and support are crucial for the sustainability of Ẹdo language education. Collaboration between schools, local communities, and language experts can create a conducive environment for teaching and learning Ẹdo language. Lastly, fostering positive attitudes towards indigenous languages and promoting awareness of the cultural and economic benefits can influence student motivation and participation.

In conclusion, the teaching and learning of Ẹdo language in schools face significant challenges related to curriculum, teacher availability, student attitudes, and societal attitudes. However, there are promising prospects, including curriculum development, technological advancements, community involvement, and changing perceptions, that can contribute to the revitalization and preservation of the Ẹdo language. Efforts in addressing these challenges and capitalizing on the prospects can create a sustainable framework for teaching and learning Ẹdo language in schools, ensuring its continued relevance and vitality in the face of globalization and language shift.

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