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NIGERIAN INDIGENOUS LANGUAGE AND THE PROBLEM OF IMPLEMENTATION IN PRIMARY SCHOOLS IN CROSS RIVER

STATE, : IMPLICATION FOR COUNSELLING

Elizabeth G. Akpama, (Ph.D) Department of Educational Foundations and Administration, Cross River University of Technology, Calabar.

J. E. Tabotndip, (Ph.D) Department of Educational Foundations and Administration,

Cross River University of Technology,

Calabar.

Stella-Maris Okey, (Ph.D) Department of Educational Foundations and Administration, Cross River University of Technology, Calabar.

Abstract This paper is a contribution to the continuous search for a way forward in the use of language of the immediate environment as a medium of

instruction in the Nigerian primary schools. The primary schools in , Nigeria were used as a case study. The researchers considered the following: The curriculum provision of mother tongue or language of the immediate environment as a medium of instruction as stated in the National Policy on Education; the importance of the use of indigenous language; the problem of the implementation of indigenous language as a medium of instruction in the primary schools in Cross River State; and the counselling implications as the way forward. It has become obvious that the language policy in Nigerian schools, needs and overhauling to ensure its successful implementation.

Language is an indispensible tool for Azikiwe (1998) defines language as that human development. It clearly faculty of speech which enables all human distinguishes man from lower animals. beings to interact, communicate ideas and

421 Journal of Teacher Perspective disseminate knowledge. The culture of any and the transmission of culture must be given environment is expressed through made easy. language. The native speakers of any Chumbow (1990), UNESCO language understand the rules that govern (1953) and Adeyanju (2003) defined the structure of that language at the levels mother tongue language as a medium of of sounds, words, sentences and meanings communication which enables a child to (Chijioke, 2003). learn and develop faster. Indigenous Language is a necessary tool for language is a language which is spoken in educational, economic, political and social one area by the original people from that enhancement of every nation. The world environment who dwell in that same cannot do without language because it environment and first expresses themselves represents ideas about the world. Language in the language otherwise classified as is used in everyday life for the purpose of mother tongue and widely used and spoken remembering the past, thinking about the by people who live within a particular future, understanding the present giving environment and who share the same and obtaining information, showing and cultural expressions. changing feelings of others, telling stories, Olagoke (1979) and Chijioke describing events, calculations, (2003) discovered that indigenous subtractions, multiplications, divisions, etc. language has been proven as the best To meet these needs, language whether communication vehicle for teaching and English or native, has to be effectively learning. They agreed that the basic need taught and learned through effective and for indigenous language is for effective relevant language curriculum. communication. Educational policies on the use of Nigeria as a country, has over 560 language have been enacted by the district dialects. Three of these dialects Nigerian government. There have also even though they considered as mother been curriculum reforms to ensure tongue to the original owners, are effective and successful implementation of categorized as national languages. They languages including the indigenous are Yoruba, Hausa and Igbo otherwise language. The implementation process of called ‘WAZOBIA’. Other languages the mother tongue (indigenous language) outside these three languages are also has been a source of concern to both considered as the languages of the scholars and school administrators. immediate environment to be studied In any learning situation, the alongside any of the three national teacher in order to ensure effective languages in the Nigeria schools situated in learning, must consider the learning a particular environment environment and the background of the Cross River State, one of the thirty learner. The position of indigenous six states in Nigeria also has several language in education cannot be ignored if dialects that cuts across the eighteen (18) children’s transition from home to school local government areas of the state. Most

Nigerian Indigenous Language and … 422 of these languages are spoken and 11 years plus. The primary level of understood by the original owners of the education spans for 6 years. The first three environment in which the language is years is regarded as junior primary while spoken. These languages together with the the last three years is regarded as senior national languages are specified in the primary. The primary level of education is curriculum of the National Policy on the foundation of education, the bedrock Education as medium of communication upon which all other levels of education for teaching and learning. are established. It is the key to the success The above submission of the use or failure of the whole educational system. of indigenous language as medium of The Nigerian government instruction in primary schools portrays it as recognizes the importance of mother a gateway to solid educational foundation. tongue or language of the immediate This paper therefore looks at the community where schools are situated. It curriculum provision of mother tongue also recognizes the impact of mother (indigenous language) in the National tongue in learning process. This is why the Policy on Education; the importance of the National Policy on Education recommends use of indigenous language as a medium of the language of the immediate community instruction; the problem of the as a medium of instruction at the initial implementation of indigenous language stage of primary education. NPE (2004) policy in primary school in Cross River states that: “The medium of instruction in State and the counselling implications. the primary schools shall be first three years. During this period, English shall be The National Policy on Education and taught as a subject”. This means that the the Indigenous Language Policy on language of communication for learning Education and teaching shall be the language of the As part of the goals and immediate environment where the school philosophy of education in Nigeria, the is situated. “government appreciates the importance of Furthermore, NPE (2004) also language as a means of promoting social, indicated that from the fourth year, English interaction, and national cohesion; and shall be used as a medium of instruction. preserving culture. Thus, every child shall This also means that English shall be used learn the language of the immediate as a means of communication for teaching environment. Furthermore, in the interest and learning. Another important point of of national unity, it is expedient that every ‘note’ is that the language of the child shall be required to learn one of the immediate environment at this point shall three (3) Nigerian national languages; be taught as a subject. To implement the Hausa, Igbo and Yoruba” (NPE, 2004). language policy, government promised to Primary education as referred to in provide basic infrastructure as a means of NPE (2004), is the education given in realizing it. institutions of learning for children aged 6-

423 Journal of Teacher Perspective The Importance of Indigenous 3. Individuals especially children Language as a Medium of understand issues better when they are Instruction taught in their mother tongue. The benefits of indigenous 4. It reduces the problem of language language are many and cannot be over interference if introduced early in emphasized. The objectives of primary education. education among others are: the inculcation of permanent literacy and The Problem of the Implementation numeracy, and ability to communicate of Indigenous Language Policy in effectively; lay a sound basis for scientific Primary Schools in Cross River State and reflective thinking; develop in the The Universal Basic Education child, the ability to adapt to the child’s (UBE) programme introduced in changing environment, etc. September 1999 as part of educational The use of indigenous language in reforms in Nigeria, is operational in Cross the school system especially in the first River State. Most of the UBE curriculum three years of primary education will help provisions are undergoing implementation, the child to understand better, the resource following the implementational processes materials used for teaching. It will also under the supervision of the State make learning more permanent, especially Universal Basic Education Board if they are related to the topic of the lesson. (SUBEB). Indigenous language offer reality to Judging by the importance learning and help the children to develop a attached to any good policy and continuity of thought (Azikiwe, 1998). educational reforms, it becomes very Chumbow (1990) highlighted the necessary to have such policies following as the importance of mother implemented to the later. Effective tongue in education: implementation can only be hindered or 1. Mother tongue plays an important part delayed if the government fails to adhere in moulding the child’s early concept. to the implementation factors. Chumbow (1990) explained this by In Cross River State, there are over saying that language is related to the 180 primary schools across the (18) mind and it is a means by which we eighteen local government areas in the conceptualize and articulate salient state. There are also over 50 dialects that ideas. can be considered as indigenous languages 2. The mother tongue is also a means by in Cross River State. Out of these which orientation in the cultural languages, the government of Cross River environment is made. When a child State gave proper recognition to three receives instructions at school in the languages: Efik, Ejagham and Bekwara. mother tongue, that child will be richer The state news is being read through these in cultural orientation. language medium; English, Efik, Ejagham

Nigerian Indigenous Language and … 424 and Bekwara, using the Nigerian School, Adim, Biase Television Authority (NTA) and Cross Yakurr  Presbyterian Primary River Broadcasting Corporation (CRBC). School, Ugep, Yakurr  Government Primary For the purpose of this study, the School, Nko, Yakurr researchers carried out oral interview with Obudu  St. Charles Primary the headmasters / headmistresses in twenty School, Obudu primary schools across 10 local  St. Theresa’s Primary government areas of the state. The School, Obudu Obubra  Holy Child Primary interview was designed to ascertain the School, Ofodua, position of indigenous language as a Obubra medium of instruction in the first three  Community Primary years of primary education in the state. The School, Ofatura, primary schools are as follows: Obubra Ikom  Presbyterian Primary School, Four Corners, Local Primary Schools Ikom Government  Primary School Areas Ekabokom, Ikom Calabar  St. Augustine Primary Etung  Presbyterian Primary Municipality School, Ikot Omin, School, Bendeghen Calabar Ekim, Etung.  Hillcrest Junior Special  St. Antony’s Primary Needs School, Calabar School, Ajaso, Etung Calabar South  Government Primary School, Anatigha, Calabar South Result of Findings  Government Primary Language Used as Medium of School, Atu, Calabar Instruction Akpabuyo  Government Primary All the primary schools surveyed School, Ikot Nakanda, Akpabuyo in Cross River State, use  Presbyterian Primary for teaching and learning. English is also School, Ikot Nakanda, taught as a subject from primary one to Akpabuyo primary six. Indigenous languages are Odukpani  St. Mary’s Primary taught in some schools as subjects in the School, Adiabo, Odukpani first three years of primary education.  Government Primary These schools include: the primary schools School, in Obubra local government where the Akpapokoyong, is taught in the first Odukpani three years as a subject. In the senior Biase  St. Anthony’s Primary primary classes indigenous is not offered School, Ijom Abayom, as a subject neither is it use as a medium of Biase  Presbyterian Primary

425 Journal of Teacher Perspective instruction. English language is used as a languages. This is because most of these medium of instruction and communication. indigenous languages have no scholars to In Calabar Municipality and read and write them. Those languages that Calabar South Local Government Areas, have written text books like Efik, Ejagham, Efik is taught as a subject to only the first Obudu and Bekwara, have more two three classes of primary education. Private communities speaking either of these schools like Hillcrest Junior Special Needs languages. Such communities have varied School, apart from English language which pronunciation and usage of certain words. is used as the medium of instruction and This makes it difficult for both the teachers taught as a subject, French is taught as a and the learners to understand each other. second language. The primary schools in It is therefore not certain if these text Yakurr local government also teach Yakurr books have the approved quality standards. language as a subject in the first three years. English language is used as a Language Teaching Aids medium of instruction from primary one to Of all the primary schools primary six. In Ikom and Etung local surveyed, only four (4) primary schools government areas, all classes in the first have indigenous language teaching aids. three years teach Ejagham language as a These teaching aids on the headmasters subject and not as a medium of instruction, explained, were not provided by the State while English Language is used for both Universal Basic Education Board communication and instruction from (SUBEB). They were locally created with primary one to six. low materials around and with the help of some elders within the environment where Language Text Books Used schools are located. Textbooks are meant to enhance The researchers also found out that easy teaching and learning exercise. The none of the primary schools teach any of State Universal Basic Education Board in the three approved national languages; compliance with Universal Basic Hausa, Yoruba and Igbo. These findings Education Provision for implementation of are contrary to the language policy its curricula, provide text books to all statement of the Nigerian National Policy primary schools in the state. The text on Education (NPE, 2004). The policy books provided for language teaching recommends teaching in indigenous include: English language books for all languages for the first three years of classes, French books for all classes and primary education and teaching of these some indigenous language books for junior native languages as subjects from the primary. fourth year. However, indigenous language Unarguably, the child learns faster textbooks are not being provided to all through the mother tongue than through primary schools as Cross River State unfamiliar linguistic medium (Ekah, 2002, which has more than fifty indigenous Eckman, 1977). The educational system

Nigerian Indigenous Language and … 426 must ensure full implementation of the factors such as the heterogeneous nature of language policy if educational desired the state; craze for use of new goals must be achieved. technological development, rural/urban The dearth of language teachers drift, the quest for well paid jobs will and language teaching aids such as reading jeopardize the utilization and textbooks, audio visual aids in both private implementation of any kind gesture by and public schools also poses a great threat government towards the implementation of to the success of language policy the language of the immediate implementation in Cross River State. environments. Despite the heterogeneous nature Implication for Counselling of the state, there are however, some Despite the glaring setbacks that languages that are being spoken and plague the implementation of language understood across some communities. The policy in the immediate environment researchers recommended that government where primary schools are situated in should be counseled to develop such Cross River State, the researchers highly languages and be introduced across such commend the effort made by Nigerian communities as a subject from primary Educational Research Development four. This will help to preserve the culture Council (NERDC) in promoting the use of of such communities. mother tongue as medium of instruction. The issue of using the language of Apart from translating some primary immediate environment as a medium of school textbooks into the three approved instruction from the first three years of national language: Yoruba, Hausa and primary school should be revisited by Igbo, NERDC also helped in developing government. This is because the language orthographies of 36 indigenous languages of communication kin most homes in including . The researchers Cross River State (whether rural or urban), also commend the efforts of the various is English language for the educated homes authors who, as part of their contribution to and pidgin English in most uneducated language development and successive homes. Even though must families in the implementation of the language policy, rural areas use the language of the wrote simple books in some indigenous immediate environment, children from languages for use in primary schools. such homes readily understand the use of Inspite of all these efforts, pidgin English or what some scholars term government needs to be counseled in the the . Parents from must right direction. Government should carry illiterate homes fancy their children when out new reforms in the curriculum of they speak English and rather learn from language policy and implementation. these children. This makes it difficult for The truth is that, even if children to speak their native language government is willing to train scholars in fluently. indigenous languages in Cross River State,

427 Journal of Teacher Perspective Most families do not dwell in their successful implementation of indigenous original rural homes. They dwell in other language policy in primary schools. communities that do not speak the same However, the paper highlighted the language with them. Children from such heterogeneous nature of the state as one of homes are often faced with the problem of the problems faced by Cross River State in coping with their original language, the implementation of the language of the language of the immediate environment immediate environment. This paper made a where they school and the use of English call as one of its counselling implications, language. The fact that children from such for government and other educational homes are sent to school at less than 2 bodies to revisit the issue of curriculum years of age further compounds the provision of indigenous language. children problems. Government therefore does not need to develop the orthographies Recommendations of over 50 indigenous languages, produce The following measures are books for over 50 indigenous languages, recommended to enhance effective source for or train teachers in over 50 implementation of indigenous language in indigenous languages. Rather, there should primary schools: be a collaborative effort among the federal 1. The linguistic departments in the government, state government and other Nigerian universities should be educational stakeholders, to streamline the mandated to help in the language policy on the basis of the number development of orthographies of of communities that speak the same some recommended indigenous language and properly develop such languages. languages. Such languages should be 2. The State Universal Basic taught as subjects because of the dialectical Education should collaborate with variations that may hinder the free usage of the state government to embark on the communities involved. sensitization workshop, training and re-training programmes and Conclusion other possible ways of improving This paper attempted to give an the teaching and learning of overview of language and indigenous indigenous language in primary language. It also stressed on the schools. importance of the use of indigenous 3. Parents should be sensitized during language as a medium of instruction in the PTA meetings on the need to first three years of primary education and encourage their wards to learn and as a subject from the fourth year as to speak their indigenous highlighted in the National Policy on languages. Education. The paper noted with delight, 4. Government should provide the contributions by government and other scholarship for manpower training educational agencies towards the of indigene who may indicate

Nigerian Indigenous Language and … 428

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Chumbow, B. S. (1990). The place of mother tongue in the NPE. In E. N. Emenanjo (ed.) Multi lingualism: Minority languages and language policy in Nigeria 61-72.

Eckman, F. R. (1977). Markedness and the contrastive analysis in language learning. Journal of Applied Linguistic 27 (2), 314-329.

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