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Journal articles on the topic 'Indigenous languages of Nigeria'
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Sabi Kazeem, Ahmed, and Muritala Imam Suleiman. "Prospects and Problems of Language Policy." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 1 (March 20, 2020): 330–37. http://dx.doi.org/10.33258/biolae.v2i1.203.
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Indigenous languages in Nigeria have been relegated to the background at the expense of foreign languages. Official language policies have variously been enunciated in documents such as the National Policy on Education. Yet, there are problems facing indigenous language is Nigeria. This study examined prospects and problems of language policy to indigenous languages in Nigeria. Scholars and researchers were of the opinion that indigenous languages in Nigeria should incorporate socio-cultural activities. Problems facing the growth and development of indigenous languages were identified and prospects and possible solutions to the identified problems were proffered. It was therefore concluded that despite Nigeria is a multilingual society, there are few multilingual speakers of indigenous languages. It was however recommended that indigenous languages should be developed in order to enhance socio-cultural integration.
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Quaye, R. "IMPACT OF INDIGENOUS LANGUAGE AS A PRE-REQUISITE FOR ETHNIC INTEGRATION IN OSUN STATE, NIGERIA." Social Science and Law Journal of Policy Review and Development Strategies 8, no. 1 (November 8, 2021): 143–52. http://dx.doi.org/10.48028/iiprds/ssljprds.v8.i1.11.
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The study assessed the impact of indigenous language as a pre-requisite for ethnic integration in Osun State, Nigeria. The study employed descriptive survey research design where questionnaire was used to acquire necessary data for the research work. Population comprises of all primary schools in Ayedade Local Government, Osun State. Nigeria. Simple random sampling technique was used to select ten (10) primary schools in Ayedade Local Government, Osun State, Nigeria. Fifteen (15) teachers were randomly selected from each of the chosen school to make a total of one hundred and fifty (150) teachers as sample for the study. Two (2) research hypotheses were raised and tested in this study. Reliability of the instrument was determined using Cronbach Alpha. The statistical techniques were employed to analyze the data in order to test the hypotheses, Mean, Standard deviation, t-ratio. The research findings concluded that the use of indigenous languages is central to the holistic development of any nation and the issue of indigenous languages be handled with total commitment and seriousness. It was further revealed that, local language is the pride of any Nation’s development that promote cultural heritage so as not to go into extinction. The paper therefore recommended that, a body of committed linguists be set up in Nigeria and that amendment of National Policy on Education be done to integrate the use of indigenous language for teaching-learning purposes across all levels of education in Nigeria and Nigerian indigenous languages should be made official languages at state levels while maintaining English language as the official language at the federal level.
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Owojecho, Francis. "Implementation Challenges of National Language Policy in Nigeria: The Roles of the Indigenous Languages." International Journal of Language and Literary Studies 2, no. 1 (March 31, 2020): 270–79. http://dx.doi.org/10.36892/ijlls.v2i1.183.
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The administration and maintenance of linguistic plurality and multilingualism in Nigeria seem to come with a lot of challenges, given a setting within which English is still being assigned dominant functional roles. Language policy which is a deliberate effort to mandate specific language behaviours in particular contexts is characterized by many obvious implementation defects in Nigeria. Such defects revolve around lack of decisive policy guidelines being implemented about language development and allocation, language use, language rights, and a host of other important issues. This paper examines the detrimental effects that poor implementation of national language policy initiatives in Nigeria has had on the development and survival of indigenous languages in the immediate past. It reveals the unhealthy attitude of many Nigerians elite groups towards the sustainability of indigenous languages, the inability of successive government to select a single viable national language from the indigenous languages, non-codification of many minority languages, and inadequate definition of roles for indigenous languages in governance. The study found that the lack of adequate implementation of the language policy initiatives has given prominence to English which is consequently endangering the indigenous languages in Nigeria.
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Maikanti, Sale, Austin Chukwu, Moses Gideon Odibah, and Moses Valentina Ogu. "Globalization as a Factor for Language Endangerment: Nigerian Indigenous Languages in Focus." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 9 (September 10, 2021): 521–27. http://dx.doi.org/10.47405/mjssh.v6i9.1055.
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Globalization can be viewed from economic, cultural and socio-political perspectives including information and communication technology (ICT). In view of this, it is seen as the increasing empowerment of western cultural values including language, philosophy and world view. In many African countries Nigeria inclusive, English language which is the language of colonization is gradually becoming a global language due to its influence and subsequent adoption as the official language by many African nations which are largely multi-cultural and multilingual under the British colony. This trend has not only relegated the status of Nigerian Indigenous languages to the background but has also threatened their existence in Nigeria which accommodates over 500 native languages. If this trend is left unchecked, the ill-wind of globalization will gradually sweep the native languages including the so-called major ones (Hausa, Igbo and Yoruba) out of existence particularly in Nigeria. This paper discusses globalization as one of the major factors for language endangerment with respect to Nigeria as a nation, with a view to proffering possible solutions capable of sustaining and empowering the nation’s socio-cultural and economic stability.
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Baghana, Jerome, Tatiana G. Voloshina, Yana A. Glebova, Emilia A. Bocharova, and Minara A. Radovich. "Globalization influence on linguistic and cultural state due to the language contacts’ interaction." Laplage em Revista 6, Extra-A (December 14, 2020): 190–97. http://dx.doi.org/10.24115/s2446-622020206extra-a579p.190-197.
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The article deals with the peculiarities of linguistic and cultural changes of language structure influenced by globalization process within the language contacts’ interaction. The analysis of various aspects in the modern society proves the dominance of the English language in the formation of the world collaboration. According to the research, English hybrid languages or new Englishes, based on the Standard English norms, are forced to adapt to the local linguistic and cultural needs. These hybrid languages perform the mixture of indigenous languages’ structure and Standard English rules, thought in many cases English dominates and replaces phonetic, lexical, syntactic elements of indigenous languages. Much attention in the work is paid to the peculiarities of such hybrid language as Nigerian English, which presents the local language variant, functioning in Nigeria. Owing to language contacts’ cooperation, Nigerian English combines the language features of Standard English rules and Nigerian local languages’ peculiarities.
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Markova, Elena A. "Precious resources of Dark Continent: a New Status of African Literature or Regional Augment to World National Literatures?" Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (November 2020): 307–15. http://dx.doi.org/10.20339/phs.6-20.307.
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This article examines literary works of bilingual authors in Nigeria, who create their own national cultural worldviews through the language in which they write, thereby explaining why English in Nigeria is influenced by Nigerian culture. Nigeria is a country that has witnessed a cross-flow of linguistic change due to its inherent multilingualism combined with colonial experiences under British rule, a country where ethnic minorities were referred to as “oil minorities”. Although only two languages are recognized as official languages in Nigeria — Yoruba and English –the problem of multilingualism in Nigeria today remains unexplored, and where there is language contact, there must be a language conflict. Indeed, contiguous languages are often competitive languages and there is no language contact without language conflict. Moreover, the problem of linguistic contact and linguistic conflict exists at three different but interrelated levels: social, psychological and linguistic. The social aspect is related to such issues as the choice of language and its use, the psychological — to the attitude towards language, ethnicity, while the linguistic aspects are focused on the code switching, the donor language intervention, which the English language is. The language conflict has influenced the literary work of Nigerian writers writing in English, which has become an exoglossic language, superimposed on the indigenous languages of the Nigerian peoples. Thus, bilingualism in Nigeria can be considered semi-exoglossic, including English coupled with language mixing.
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Omoniyi, Tope. "English and the other Tongues in Official Communicative Interaction in Nigeria." ITL - International Journal of Applied Linguistics 103-104 (January 1, 1994): 57–75. http://dx.doi.org/10.1075/itl.103-104.04omo.
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Abstract This paper examines issues of language choice and language use patterns, attitudes to English and to indigenous languages in official communicative interaction in Nigeria as they exist in the offices today. The report is projected against the background of the claim that English is 'the language of government, education, commerce, etc.' in Nigeria; a claim that does not present the current roster of functions performed or shared by English and the other languages. It does not correctly portray workers' preferences of language medium in participating in the numerous communicative interactions they get into in the course of their day's work. This report acclaims the importance of English particularly in a multiplex society such as Nigeria's, but also goes on to role-sharing and competition for certain communicative functions is actually going on between English and the indigenous languages in the offices today. The report therefore represents a state of the art commentary on language use practice and preferences in the offices. It is a signal to the writers of the Nigerian Constitution and drafters of the National Language Policy per se that a reworking is due. And for other English as a Second Language (ESL) nations, the report is a hint that assessment of the actual roles of English in national life is a continuous process rather than a once-and-for-all issue.
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Epepe, Umefien Dakoru. "YOUTUBE AND SECOND LIFE FOR INDIGENOUS LANGUAGE LEARNING: AWARENESS AND USAGE IN TERTIARY EDUCATION IN NIGERIA." American Journal of Communication 4, no. 1 (January 20, 2022): 1–20. http://dx.doi.org/10.47672/ajc.914.
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Purpose: This paper examined awareness and usage of YouTube and Second Life in indigenous language learning in tertiary education in Nigeria.
Methodology: The study anchored on socio-cultural constructivism and adopted the survey research design. The population of the study was two-fold. The first component comprised of 52 Nigeria Certificate in Education students from five Federal Colleges of Education, who registered for the language acculturation programme at the National Institute for Nigerian Languages (NINLAN) in 2018. The second part of the population included ten lecturers of Nigerian languages in NINLAN. Since the study was focused on learning, and the population of students was manageable, the census sampling technique was applied. Thus, all 52 students were involved in the survey. Based on a representation of the three major Nigerian languages, the purposive sampling technique aided the selection of three lecturers: one each for Igbo, Hausa and Yoruba. Out of which, two lecturers were available at the time of the study. Quantitative data were collated from the students via a self-administered questionnaire, while the interview method was used to elicit qualitative data from the lecturers. Quantitative data were analysed using simple percentages, Chi-squared test and Fisher’s exact test.
Findings: Findings showed a significant awareness of YouTube, but its usage for indigenous language learning was insignificant. Compared to YouTube, the awareness of Second Life was lower and it was not used for indigenous language learning.
Unique contribution to theory, practice and policy: The study recommended that tertiary education; particularly language teacher education should incorporate Web 2.0 channels such as YouTube and Second Life into traditional classroom pedagogy to bridge resource gaps in indigenous language learning.
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Olise, Festus Prosper. "ICTs and Indigenous Languages as Agents for the Actualization of Millennium Development Goals in Nigeria." International Journal of Information and Communication Technology Education 9, no. 2 (April 2013): 79–87. http://dx.doi.org/10.4018/jicte.2013040107.
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This paper advocates for the use of Information and Communication Technologies (ICTs) and indigenous languages for the actualization of Millennium Development Goals (MDGs) in Nigeria because both tools are capable of transforming the rural and urban populace. It explores the MDGs so as to unravel the ways ICTs and indigenous languages can facilitate the speedy actualization of MDGs in Nigeria, a country with peculiar cultural heritage and with over 750 indigenous languages. It also analyzes some of the contending constraints confronting Nigeria from actualizing MDGs such as corruption, extreme poverty, lack of attention to indigenous languages, high cost of ICTs which are products of bad leadership. The effective use of Nigeria’s different indigenous languages and ICTs, it maintains, remains the most effective way towards educating Nigerians and achieving the MDGs in Nigeria come 2015.
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Borisova, Anna A., and Yulia N. Ebzeeva. "Gastronomic Vocabulary as a Feature of Nigerian English." Russian Journal of Linguistics 23, no. 3 (December 15, 2019): 820–36. http://dx.doi.org/10.22363/2312-9182-2019-23-3-820-836.
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The World Englishes Paradigm studies various aspects of the English language characterized by specific peculiarities and changing as a result of contacts with indigenous languages and cultures. The history of English in Nigeria embraces 500 years of an interaction between highly different cultural systems and civilizations. Language contacts between English and the indigenous languages of Nigeria have led to its linguistic, cultural and intrastructural diversity. The aim of this article is to analyse the gastronomic vocabulary of Nigerian English influenced by the Nigerian worldview and culture. The research is focused on borrowings from African languages (mainly Yoruba and Igbo) that play a vital role in forming the culturally important lexicon of Nigerian English. The sources of the research material are dictionaries, as well as books by Nigerian writers composed in English. The analysis carried out in the course of the research allowed us to discover secondary nominations that denote Nigerian flora and cuisine, to reveal their metaphorical usage and to study corresponding figurative comparisons, idioms, proverbs and sayings. The investigation of gastronomic symbols in Nigerian speech shows universal processes of employing common gastronomic lexical units from real-life discourse as a basis for symbolization. The results of the study show that the gastronomic vocabulary and the images it creates constitute one of the most impressive Nigerian cultural codes. The knowledge of this vocabulary is instrumental in understanding those codes.
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Patrick, Ijeh Nkemdilim, and Ufuophu Biri Emmanuel. "Audience perception on the contributions of local language broadcasts to the development of indigenous languages in Delta State, Nigeria." Linguistics and Culture Review 6 (December 12, 2021): 212–28. http://dx.doi.org/10.21744/lingcure.v6ns1.1979.
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Local language broadcasting in Nigeria is common and scholars have focused on how they enhance message delivery but not much on how it promotes indigenous languages. This study focused on audience’ consumption of local language programmes, how much it learns about indigenous languages from such programmes and how the programmes contribute to mother-tongue development. The study explored cultural norm theory and adopted survey, while mean scores were used for data analysis. Findings show that local language programmes were significantly available but moderately consumed. The audience learnt enough simple words/expressions from the programmes to engage in simple conversations in local languages. The programmes thus contributed to indigenous language development by teaching people useful words, expression and pronunciations in mother tongues, and encouraged them to teach such languages to their children and friends. The findings support cultural norm theory that broadcasting can promote indigenous languages through selective presentations of programmes in mother tongues. Findings show that vernacular broadcasts are not sustainable because they hardly attract advertisements/sponsorships, and are sometimes poorly produced. The study recommends that government should formulate policies to promote local language broadcasting in Nigeria and join NGOs and pro-ethnic groups to initiate/sponsor vernacular programmes.
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Owolabi, Dare. "Potential words in English: examples from morphological processes in Nigerian English." English Today 28, no. 2 (May 17, 2012): 47–50. http://dx.doi.org/10.1017/s0266078412000156.
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It is now common knowledge that the English language has become part of Nigeria's linguistic family, albeit as a second language that has been ‘home-grown…adapted and tamed to suit the Nigerian environment’ (Adegbija, 2004: 19). Summarizing Alamin A. Mazrui (2004), Akere (2006: 9) describes this domestication as ‘the transformation of English as an alien medium, to make it respond to local imagery, figures of speech, sound patterns and the general cultural milieu of the region’. This has been the practice of many writers where English is the colonial masters' language and is now adopted as a second language, but with ‘local colour’, as noted by Emenyonu (2006: xi). This dynamic and creative variety has helped Nigerians express their world view in a more international medium. In addition, there are more ‘pragmatic’ sub-varieties, including what Omolewa (1979: 14–15) calls ‘working English’. This is, however, different from the widespread Pidgin English, which continues to serve as the linguistic bridge across the linguistic Babel of Nigeria. While Pidgin is greatly influenced by the immediate local languages, thus making uniformity difficult to achieve, the emerging Nigerian English (henceforth NE) is not as heavily dependent on indigenous local languages. According to Igboanusi (2002: 4), ‘NE has its origin in British English, and the lexicon of NE has therefore shown a strong British influence.’ In other words, while Pidgin is common among the uneducated and spoken by the educated when necessary, NE is spoken by the educated and the level of education determines the variety of NE used by individuals. NE should be seen as an autonomous variety, showing acceptable departures from the rules of standard diction, pronunciation and grammar. The contact of English with indigenous languages in Nigeria is bound to lead to greater deviation from the standard in the future. Since Nigeria has one of the largest populations of speakers of English as a second language in the world (Akere, 2009; Jowitt, 2009), this is bound to have implications for English as a global language.
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Ibhawaegbele, Faith O., and J. N. Edokpayi. "Situational Variables in Chimamanda Adichie's and Chinua Achebe's." Matatu 40, no. 1 (December 1, 2012): 191–208. http://dx.doi.org/10.1163/18757421-040001012.
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The use of the English language for literary creation has been the bane of Nigerian literature. Nigeria has a very complex linguistic system; as a result, its citizens communicate either in their indigenous languages or in English, depending on the situation in which they find themselves. The use of English in Nigerian literature in general and prose fiction in particular is influenced by both linguistic and extralinguistic factors. In their attempt to offer solutions to the problems of language in literary expression, Nigerian novelists adapt English to varying linguistic and socio-cultural contexts. This has resulted in experimentation and the employment of various creative-stylistic strategies and devices in prose fiction. Our focus in this essay is on the conditioning influences of situational variables on the language and styles of Nigerian novelists, with Chimamanda Adichie and Chinua Achebe as a case study. We shall examine and explicate how situational variables influence and impose constraints on the language and styles of novelists, and how they adapt English, which is in contact with the various indigenous languages, to the varying local Nigerian situations and experiences.
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Unuabonah, Foluke Olayinka. "“Oya let’s go to Nigeria”." International Journal of Corpus Linguistics 26, no. 3 (July 7, 2021): 370–95. http://dx.doi.org/10.1075/ijcl.20026.unu.
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Abstract This paper examines five bilingual pragmatic markers: oya, ke, ni, walahi, and ba, loaned from indigenous Nigerian languages into Nigerian English, with a view to investigating their sources, meanings, frequencies, spelling stability, positions, collocational patterns and discourse-pragmatic functions. The data for the study were obtained from the International Corpus of English-Nigeria and the Nigerian component of the Global Web-based English corpus. These were analysed quantitatively and qualitatively, using the theory of pragmatic borrowing. The results show that oya, ke, and ni are borrowed from Yoruba, walahi is loaned from Arabic through Hausa and Yoruba while ba is borrowed from Hausa. Oya serves as an attention marker, ke and ni function as emphasis markers, walahi serves as an emphatic manner of speaking marker while ba functions as an attention marker and agreement-seeking marker. The study highlights the influence of indigenous Nigerian languages on the discourse-pragmatic features of Nigerian English.
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Akabogu, J. U. "Second Language Acquisition, Attrition of Indigenous Languages in Nigeria: Cultural Implications." IOSR Journal Of Humanities And Social Science 13, no. 4 (2013): 01–05. http://dx.doi.org/10.9790/0837-1340105.
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Adeyeye, Babatunde, Lanre Amodu, Oscar Odiboh, Kehinde Oyesomi, Evaristus Adesina, and Darlynton Yartey. "Agricultural Radio Programmes in Indigenous Languages and Agricultural Productivity in North-Central Nigeria." Sustainability 13, no. 7 (April 1, 2021): 3929. http://dx.doi.org/10.3390/su13073929.
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This study investigated the influence of agricultural radio programmes in indigenous languages on farmers’ productivity and their implications for agricultural productivity in North-Central Nigeria. It specifically explored how farmers’ knowledge of agricultural radio programmes produced in indigenous languages influences their productivity; how farmers’ acceptance of agricultural radio programmes produced in indigenous languages influences productivity; and whether behavioural changes result from agricultural radio programmes aired in indigenous languages affect farmers’ productivity. Data were gathered through a survey of 663 farmers selected through the three states’ multi-stage sampling technique (Benue, Nasarawa, and Plateau). The hypotheses were tested using regression analysis and structural equation modelling. They revealed that the R value was 0.677, suggesting a highly significant relationship between farmers’ knowledge of agricultural radio programmes in indigenous languages and farmers’ productivity. Results also revealed that farmers’ behavioural changes resulting from agricultural radio programmes in indigenous languages greatly influence farmers’ productivity (F value was 558.358 at the 0.000 significant level). The study concludes that farmers’ knowledge, acceptance and behavioural change towards agricultural radio programmes in indigenous languages significantly influence farmers’ productivity in agriculture. Thus, farmers should be encouraged to continue participating in agricultural radio programmes in indigenous languages to be kept abreast of happenings in the field.
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Ozoemena, Johnkenedy A., Festus U. Ngwoke, and Basil O. Nwokolo. "Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education." English Language Teaching 14, no. 4 (March 3, 2021): 1. http://dx.doi.org/10.5539/elt.v14n4p1.
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This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria’s primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria’s primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.
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Olajuyin, Oyebanji, Oladele Olatunya, Toye Olajide, Ademola Olajuyin, Adebola Olajuyin, Femi Ogunboyo, and Kehinde Oluwadiya. "Use of indigenous language for clinical clerkship: a cross-sectional survey in Nigeria." Eastern Mediterranean Health Journal 28, no. 2 (February 27, 2022): 158–62. http://dx.doi.org/10.26719/emhj.22.029.
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Background: Doctors’ knowledge of the native language of their patients is important to effectively communicate with them. Aims: This paper aimed to explore the views and practices of medical students in Nigeria on the use of Yorùbá (an indigenous language) in their clinical clerkship. Methods: This was a cross-sectional survey of students in two medical colleges in Ekiti State, Nigeria. Data were collected using self-administered questionnaires. Results: The study included 312 medical students, 176 males and 136 females. Most students (70.8%) used Yorùbá in their clinical clerkship despite learning medicine in English. Only 16.0% of the students relied on interpreters. None of the students had had exposure to language training in the course of their medical education. Most of the students (73.7%) supported the incorporation of indigenous language training into the medical school curriculum, and agreed that teaching indigenous languages in medical school would enhance communication skills. Conclusions: Incorporation of indigenous language training into the medical school curriculum in Nigeria is recommended to help overcome language barriers in clinical practice.
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Ogundipe, Kolawole Mathew. "Effect of Indigenous Language Interference on the Yoruba People Proficiency in English: A Syntactic Approach." International Journal of Systemic Functional Linguistics 3, no. 1 (December 14, 2020): 10–21. http://dx.doi.org/10.55637/ijsfl.3.1.2413.10-21.
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A common phenomenon in a multilingual nation, especially a nation where a second language exists among different native languages, is the ‘linguistic interference’ which impedes effective communication among the people that use such a second language. This issue could be attributed to the fact that the second language users do not have all-encompassing knowledge of the rules which guide the use of the language. This research takes a run at finding out the effect of interference of indigenous language on proficiency in English (in both oral and written communications) among Yoruba People in Nigeria. This study focuses on the linguistic interference which usually occurs at the syntactic level of the indigenous language (Yoruba) and the Nigerian ‘lingua franca’ (English). The research adopts a descriptive survey method and error analysis approach for data analysis. The findings of this study show that the second language users of English bring the knowledge of the rules and features of their native languages into existence in the use of English in communication. This results in ungrammatical expressions in their everyday communication.
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Gut, Ulrike. "Nigerian English prosody." English World-Wide 26, no. 2 (June 14, 2005): 153–77. http://dx.doi.org/10.1075/eww.26.2.03gut.
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Nigerian English (NigE) prosody has often been described as strikingly different from Standard English varieties such as British English (BrE) and American English. One possible source for this is the influence of the indigenous tone languages of Nigeria on NigE. This paper investigates the effects of the language contact between the structurally diverse prosodic systems of English and the three major Nigerian languages. Reading passage style and semi-spontaneous speech by speakers of NigE, BrE, Hausa, Igbo and Yoruba were analysed acoustically in terms of speech rhythm, syllable structure and tonal structure. Results show that NigE prosody combines elements of intonation / stress languages and tone languages. In terms of speech rhythm, syllable structure and syllable length, NigE groups between the Nigerian languages and BrE. NigE tonal properties are different from those of an intonation language such as BrE insofar as tones are associated with syllables and have a grammatical function. Accentuation in NigE is different from BrE in terms of both accent placement and realisation; accents in NigE are associated with high tone. A proposal for a first sketch of NigE intonational phonology is made and parallels are drawn with other New Englishes.
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Owusu, Edward, Asuamah Adade-Yeboah, Kweku Rockson, Solomon Ali Dansieh, and Samuel Kyei Adoma. "Language Use in the Multilingual Classroom Settings of West Africa: A Review of Selected Literature." World Journal of English Language 12, no. 1 (March 24, 2022): 399. http://dx.doi.org/10.5430/wjel.v12n1p399.
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Linguistically, most Africans are multilingual entities. Extremely, the seventeen (17) West African states display this feature. Thus, in a typical L2 classroom in Africa, the learner is likely to come into contact with several languages. These languages are mostly the official languages(s), the second or third language(s), the international language, and the indigenous languages spoken by both the learners and the teachers. Sometimes, the official language(s) is/are selected indigenous languages (for example, Igbo, Yoruba, and Hausa, in the case of Nigeria). In some cases, the second language is the international language used for official engagements and international discourse. In Western Africa, Ghana is one such country that uses English as both the official and international language. When learners from diverse sociocultural backgrounds are exposed to several languages in a particular classroom setting, a lot of processes emerge. One of such processes is nativisation or indigenisation or localisation of the formal classroom language. This is the process where language learners use the formal classroom language in a manner that suits their communicative needs. This paper is a review of selected empirical studies on the use of language in the multilingual classrooms of selected African countries. The cases and papers were purposively sampled from five West African states of Cameroon, Ghana, Guinea-Bissau, Niger, and Nigeria. This paper argues that language contact processes such as localisation, pidginization, and creolization are not aberrant forms per se; and since they serve the informal linguistic needs of multilingual second language learners, they should be given a place in language use.
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Olatunji, Ezekiel Kolawole, John B. Oladosu, Odetunji A. Odejobi, and Stephen O. Olabiyisi. "Design and implementation of an African native language-based programming language." International Journal of Advances in Applied Sciences 10, no. 2 (June 1, 2021): 171. http://dx.doi.org/10.11591/ijaas.v10.i2.pp171-177.
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<p>Most of the existing high level programming languages havehitherto borrowed their lexical items from human languages including European and Asian languages. However, there is paucity of research information on programming languages developed with the lexicons of an African indigenous language. This research explored the design and implementation of an African indigenous language-based programming language using Yoruba as case study. Yoruba is the first language of over 30 million people in the south-west of Nigeria, Africa; and is spoken by over one hundred million people world-wide. It is hoped, as established by research studies, that making computer programming possible in one’s mother tongue will enhance computer-based problem-solving processes by indigenous learners and teachers. The alphabets and reserved words of the programming language were respectively formed from the basic Yoruba alphabets and standard Yoruba words. The lexical items and syntactic structures of the programming language were designed with appropriate regular expressions and context-free grammars, using Backus-Naur Form (BNF) notations. A prototype implementation of the programming language was carried out as a source-to-source, 5-pass compiler. QBasic within QB64 IDE was the implementation language. The results from implementation showed functional correctness and effectiveness of the developed programming language. Thus lexical items of a programming language need not be borrowed exclusively from European and Asian languages, they can and should be borrowed from most African native languages. Furthermore, the developed native language programming language can be used to introduce computer programming to indigenous pupils of primary and junior secondary schools.</p>
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Olatunji, Ezekiel K., John B. Oladosu, Odetunji A. Odejobi, and Stephen O. Olabiyisi. "A Needs Assessment for Indigenous African Language-Based Programming Languages." Annals of Science and Technology 4, no. 2 (December 1, 2019): 1–5. http://dx.doi.org/10.2478/ast-2019-0007.
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AbstractThe development of an African native language-based programming language, using Yoruba as a case study, is envisioned. Programming languages based on the lexicons of indigenous African languages are rare to come by unlike those based on Asian and / or European languages. Availability of programming languages based on lexicons of African indigenous language would facilitate comprehension of problem-solving processes using computer by indigenous learners and teachers as confirmed by research results. In order to further assess the relevance, usefulness and needfulness of such a programming language, a preliminary needs assessment survey was carried out. The needs assessment was carried out through design of a structured questionnaire which was administered to 130 stakeholders in computer profession and computer education; including some staffers and learners of some primary, secondary and tertiary educational institutions in Oyo and Osun states of Nigeria, Africa. The responses to the questionnaire were analyzed using descriptive statistics. The analysis of the responses to the questionnaire shows that 89% of the respondents to the questionnaire expressed excitement and willingness to program or learn programming in their mother tongue-based programming language, if such a programming language is developed. This result shows the high degree of relevance, usefulness and needfulness of a native language-based programming language as well as the worthwhileness of embarking on development of such a programming language.
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Adamo, Grace Ebunlola. "Nigerian English." English Today 23, no. 1 (January 2007): 42–47. http://dx.doi.org/10.1017/s0266078407001083.
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The present form of the English language in Nigeria is the outcome of its contact with the indigenous languages of the region: a confirmation of the truism that languages in contact influence each other. When English was initially introduced through trade, then entrenched through colonialism, it was ‘derobed’ of its British flavour. Paradoxically, such a state of affairs brings to mind a statement by Enoch Powell, a professor of Classics and former Conservative member of the British Parliament, who noted, rather eccentrically: ‘Others may speak and read English – more or less – but it is our language, not theirs. It was made in England by the English and it remains our distinctive property, however widely it is learnt or used’ (as quoted in Kujore 1995:367).
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Adepoju, Babatunji Hezekiah. "An appraisal of the mother tongue for early child education in Nigeria." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 201–20. http://dx.doi.org/10.1386/tjtm_00007_1.
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Abstract This article provides an overview of the use of the mother tongue (MT) in child education in the Nigerian context. We explicate previous government efforts at focusing on the native language as a means of improving learning in the early years, particularly in training the Nigerian child. We also address the obstacles to government's attempts at de-emphasising the place of English in the Nigerian polity. Without doubt, the English language is regarded by the citizenry as the language of now and the future. The belief is that school-age children and their parents are more comfortable with English than any other language. The policy of the adoption of an indigenous language as the instruction medium in the lower primary school is at variance with parents' desire to make their children speak English as the first language (L1). Our recommendation is that uniformity of policy implementation will reduce conflicts as the schools of the rich/elites and non-fee-paying government schools are made to employ the same medium to instruct the pupils. The above claims are supported by preliminary findings from observations, data from the administered questionnaire and interviews conducted to determine people's attitude towards the use of English and/or indigenous languages in the education of the child. Following Krashen's theory of Second Language Acquisition (SLA), which highlights the significance of exposure to and interaction in the target language, we conclude that, if English language remains the medium of instruction in the classroom, Nigeria and other African nations with similar linguistic complexities will be saved from further confusion and inconsistencies in educational policies, even as the MT will still function in other aspects of national life.
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Iwuchukwu, Matthew O. "LANGUAGE EDUCATION IN NIGERIA: CONTEMPORARY ISSUES AND WAY FORWARD." Cognizance Journal of Multidisciplinary Studies 1, no. 2 (February 28, 2021): 1–20. http://dx.doi.org/10.47760/cognizance.2021.v01i02.001.
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Nigeria is a highly multiethnic and multilingual African country that speaks over 500 indigenous languages and two official languages, English and French, some of which are taught and learned at the primary, secondary and tertiary levels of education. This descriptive study has attempted to discuss the state of language education and related issues in the education sector, involving the mother tongue, English, French and Arabic languages. The paper elucidates a few omissions in the National Policy on Education (NPE) and other factors that militate against effective implementation of the language curriculum such as negative perception, inadequate teaching staff and instructional resources, falling students' enrolment and performance, year abroad challenges, lack of funds and controversies generated by debates on a good lingua franca, etc. Based on the findings and their implications for achieving the objectives of the NPE, some recommendations have also been made for a way forward, for example, the need to review the existing NPE and language curriculum, implement trilingual education, compulsory and free basic education, provide sufficient funds, constitute internal quality assurance committees, carry out research and publish standard textbooks for pupils and students, and create umbrella associations of language teachers at the primary, secondary and tertiary levels of education.
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Asiyanbola, A. A., and Mohammed Ademilokun. "Literacy and Language of Instruction in Nigeria: A Case Study of Integrated Science Teaching in Selected Primary Schools." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 123–37. http://dx.doi.org/10.14434/ijlcle.v4i0.26921.
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Research has proven beyond a reasonable doubt that children can acquire knowledge better in their mother tongue (MT) or language of immediate environment (LIE) rather than in the second language (L2), which is often a colonial master’s language, but also the recognized official language in the country. The present paper explores the functions of both the Indigenous language or mother tongue (e.g., Yoruba) and the official language (English) in the dissemination of education, particularly in the primary schools in Nigeria. It also discusses the policy statements on the two languages and their social realities or practices in the educational set‐ups operating in the country. Using six private and public primary schools as a case study in Southwestern Nigeria, we found that codeswitching between English (L2) and Yoruba (MT) could be more effective than either of the languages alone, and that the MT or LIE should never be jettisoned in the education of the child, especially in teaching subjects other than English, such as Integrated Science.
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Bamigbola, Esther Olayinka, and Fadekemi Rukayat Umar. "Dialect Levelling: A Case Study of Ìkàr??-Àkókó Dialect." International Journal of Language and Literary Studies 3, no. 3 (July 13, 2021): 290–315. http://dx.doi.org/10.36892/ijlls.v3i3.640.
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This study investigates the factors that are responsible for the levelling of Ìkàr??-Àkókó dialect. Specifically, the paper examines the impacts of Nigerian indigenous languages, especially Yorùbá, on the dialect. The study aims at identifying the patterns of changes in the dialect and their impacts on the ethnic identities of the people. The work is based on the variationist approach pioneered by William Labov in the late 1960s and early 1970s. The tools used for data collection include questionnaire, oral interview and observation. The findings of the study reveal that the dialect manifests different stages of changes, vital domains like home, school and work place, which are supposed to be the strongholds of this dialect are being encroached upon by languages other than the mother tongue in the study area. It was found that the changes in the dialect are not due to the influence of English language only, but to indigenous Nigerian languages, mostly Yorùbá. It was concluded that the gradual levelling of Ìkàr??-Àkókó dialect is caused in part by restricted domains of use, increase in population; lack of commitment to indigenous language use by the native speakers; and suppressive language policy in the nation. The study recommends sensitization campaigns as a way of maintaining and sustaining the status of indigenous languages.
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Daniel, Iyabode Omolara Akewo. "NIGERIANS UTILISATION OF CODE-MIXING AS COMMUNICATIVE DEVICES." English Review: Journal of English Education 5, no. 1 (December 12, 2016): 101. http://dx.doi.org/10.25134/erjee.v5i1.391.
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The importance of communication as a central idea in language usage cannot be over-emphasised. This seems to inform how many Nigerian speakers make extensive use of the mixture of indigenous languages and the English language in one and the same breath. It seems to reveal a kind of perception of reality in two ways at the same time. They seem to go through the process of thinking in diverse ways at the same time. This study thus seeks to find out the extent to which the average Nigerian user of the English language makes intelligible contribution to discourses. How much sense is made to and by interlocutors in the course of their discussions? To what extent is reality to them influenced by their knowledge of the English language? The extent of the indigenisation process is also of interest to the study. The expectation is that such contact should be to the advantage of one or the other of the languages in contact. Real time linguistic data were collected and analysed, using linguistic levels as base to access the extent to which Nigerian indigenous languages have been able to influence the English language. The finding shows that codemixing is an important part of the Nigerian communication process and has enabled the vernacularisation of the English language to a very large extent. This has produced a new spatial identity that reveals the Nigerian’s domination of the colonial English language.Keywords: Code-mixing, Communication, Language usage, English vernacularisation, Nigerian indigenous languages, Spatial identity
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Taiwo, Rotimi. "The functions of English in Nigeria from the earliest times to the present day." English Today 25, no. 2 (May 26, 2009): 3–10. http://dx.doi.org/10.1017/s0266078409000121.
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ABSTRACTThe use of the English language in Nigeria dates back to the late sixteenth and early seventeenth century when British merchants and Christian missionaries settled in the coastal towns called Badagry, near Lagos in the present day South Western Nigeria and Calabar, a town in the present day South Eastern Nigeria. The merchants initially traded in slaves until the slave trade was abolished in 1807, at which time freed slaves of Nigerian origin returned to the country. Many of them, who had been exposed to Western education and Christianity, later served as translators or interpreters for the Christian missionaries. The primary aim of the Christian mission was not to make their converts speak English; rather, it was to make them literate enough to read the bible in their indigenous languages. This must be the reason why Samuel Ajayi Crowder translated the English bible into Yoruba, the major language in South Western Nigeria.With the attainment of independence, English gradually grew to become the major medium for inter-ethnic communication. Like most African nations, the country, after independence, had to grapple with multi-ethnicity and acute multilingualism. In this article, we shall examine the expansion in the functions of English during the post-colonial period.
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Ozah, Marie Agatha, and David Bolaji. "Towards an Authentic Nigeria Hymnody: The Study of Yoruba Hymnody." East African Journal of Arts and Social Sciences 2, no. 1 (August 29, 2020): 67–72. http://dx.doi.org/10.37284/eajass.2.1.202.
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The indigenous hymnology has experienced a lot of tonality distortion in Nigeria due to the direct translation of Western hymn tunes to the indigenous hymns. Different scholars have identified this act of perversion, but little or no documentation can be found on the method(s) that can be used in correcting this perverse act. The focus of this paper is on Yoruba hymnody. In this light, the paper examines and discuss the abnormality found in Yoruba indigenous hymns, through an analytical content of three selected indigenous Yoruba hymns and propounds methods and implementation strategies towards correcting the aforementioned act of perversion. Findings revealed that most of the indigenous hymns had been distorted in meaning due to the deformation of the indispensable Yoruba tone language. The paper discusses and draws out specific lessons that would serve as channels and even methods for consideration during composition, especially by Nigerian art composers. Tackling this challenge from a unanimous perspective, the effort will address the articulation and use of tonal inflexions in Yoruba Nigerian hymns.
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ADEGBIJA, EFUROSIBINA. "English and indigenous languages in Kwara State (Nigeria): The bottom-line attitudinal factors." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 13, no. 3 (1994): 253–84. http://dx.doi.org/10.1515/mult.1994.13.3.253.
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DIOP, Samba. "Nollywood: Indigenous Culture, Interculturality, and the Transplantation of American Popular Culture onto Postcolonial Nigerian Film and Screen." Communication, Society and Media 3, no. 1 (December 12, 2019): p12. http://dx.doi.org/10.22158/csm.v3n1p12.
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Nigeria, the Giant of Africa, has three big tribes: Yoruba, Igbo, and Hausa. It was a British colony which was amalgamated in 1914. The country became independent in 1962 and was right away bedeviled by military coups d’états and a bloody civil war (1967-1970). In 1999, the country experienced democratic dispensation. In the 1990s, the Nollywood nascent movie industry—following in the footpath of Hollywood and Bollywood—flourished. The movie industry grew thanks to four factors: Rapid urbanization; the hand-held video camera; the advent of satellite TV; and, the overseas migrations of Nigerians. Local languages are used in these films; however, English is the most prominent, along with Nigerian pidgin broken English. Many themes are treated in these films: tradition and customs, religion, witchcraft and sorcery, satire, urban and rural lives, wealth acquisition, consumerism, etc. I discuss the ways in which American popular culture is adopted in Nigeria and recreated on screen. Nigeria and USA share Federalism, the superlative mode, and gigantism (houses, cars, people, etc.), and many Nigerians attend American universities. In the final analysis, the arguments exposed in this paper highlight the multitude of ways in which Nigerians navigate the treacherous waters of modernity and globalization.
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Okpadah, Stephen Ogheneruro. "Social Reality and Cultural Propagation in Funke Akindele-Bello’s Jenifa’s Diary." Przegląd Krytyczny 3, no. 1 (May 6, 2021): 99–110. http://dx.doi.org/10.14746/pk.2021.3.1.6.
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Apart from originating contemporary norms and cultures among its viewers, Nigerian television series portray new and emerging constructions and practices that the populace is able to identify with. Recently, one television series that has become popular in Nigeria is Jenifa’s Diary. Its popularity stems from its incorporation of the Nigerian English, the British English and the indigenous Yoruba language, as well as the antics and codification(s) of the eponymous character, Jennifer. Her utility of a distinctive English language which deviates from the Nigerian Pidgin and the British English, has made this series popular among viewers. This has created a new linguistic culture and also appropriated what I term the Jenifanlingua franca. It is not a rarity to see children, teenagers and adults communicate in the same manner as Jennifer. Against this backdrop, this paper examines Funke Akindele-Bello’s television series Jenifa’s Diary as Nigerian social reality and a medium for cultural propagation. This study examines socio-cultural nuances in Jenifas Diary. The research is qualitative as it utilises the literary and content analysis methods. The study reveals that Jenifa’s Diary captures the plight of the African been to in the Western world and that the television serial is rich with its incorporation of the Nigerian Pidgin English, the British English and some indigenous Nigerian languages such as the Yoruba language, as well as the antics and codification(s) of the eponymous character, Jennifer. While Jenifa’s Diary and other Nigerian television series are products of social realities, they also create spaces for new socio-cultural landscapes. The study has been able to explain the imperative of television series on the Nigerian socio-cultural space. Cineastes should produce television serials that will educate and stimulate the populace towards becoming better people in the society.
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Obiegbu, Ifeyinwa. "Adopting the Indigenous Nigerian Languages for National Development." AFRREV IJAH: An International Journal of Arts and Humanities 5, no. 4 (October 6, 2016): 129. http://dx.doi.org/10.4314/ijah.v5i4.10.
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Babarinde, Olusanmi, and Ndubuisi Ahamefula. "Nigerianism in Nigerian English: A Reflection of Ethnolinguistic Situation." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1431. http://dx.doi.org/10.17507/tpls.1011.12.
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The study discusses the structure of Nigerian English with a view to examining the influence of Nigerian indigenous languages on this variety of standard English. Data for the analysis were obtained from twelve respondents selected from each of the three major national languages, namely; Hausa, Igbo and Yoruba. This study was carried out using a case study design. Oral test by reading three different texts, and observation were used as instrument to elicit data. The corpus revealed that interlanguage transfer is a major factor that influences the students in the pronunciation of English words. A number of grammatical issues borne out of mother tongue interference were equally discovered. The prominent roles ascribed to the English language led to the desperation by Nigerians to speak the language to the extent of inclusion of some linguistic forms from different indigenous languages. However, the paper affirms that Nigerianism should not be seen as evidence of weak proficiency in English. Rather, it should be viewed as possible signs of acculturation, and creative tendency that are associated with first language (L1) and/or mother tongue usage.
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adamo, grace ebunlola. "globalization, terrorism, and the english language in nigeria." English Today 21, no. 4 (September 16, 2005): 21–26. http://dx.doi.org/10.1017/s0266078405004049.
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this paper examines the concept of globalization in relation to terrorism, and argues that the ‘imposition’ of the english language on the world, africa, and in particular nigeria (through the media, information technology, and other means of propaganda, and under the guise of globalization) is a form of linguistic terrorism. it consequently views globalization as another name for imperialism and domination by the west, and argues that the continued use of english in all spheres of life will make the nigerian state stagnant, if not indeed retrogressive, rendering growth and development elusive. as a step in the direction of a cure, it therefore advocates renewed interest in the adoption of an indigenous national language for nigeria.
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Kasali, A. A., K. O. Jimoh, M. A. Adeagbo, and S. A. Bello. "Web-based text editing system for Nigerian major languages." Nigerian Journal of Technology 40, no. 2 (October 18, 2021): 292–301. http://dx.doi.org/10.4314/njt.v40i2.15.
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This study developed a web-based text editor to eliminate the incompatibility of computer keyboard with the three major indigenous languages in Nigeria. It also aims to reduce the time taken to produce characters with diacritical marks. The editors produced valid Unicode characters and require pressing less buttons to generating all the symbols of the alphabets for the three major indigenous languages in Nigeria. Client-side technologies were used to develop these applications. Three web pages, designated for Yorùbá, Igbo and Hausa language were generated with HTML. CSS was used to define the look and feel of the HTML elements on each page. Regular Expressions implemented in JavaScript functions were used to convert selected ASCII characters into desired Unicode characters. The editors are available at http://www.gazaliwakil.com.ng. The editors work well on latest version of browsers like (Google Chrome, Mozilla Firefox, Opera, and Internet Explorer). They are very light, consume minimal server resources and can work offline. The system was launched Fifty-one (51) times to extract data comprising the Loading, Scripting, Rendering, Painting, System, and Idle time. The obtained result showed that on the average, it takes about 13.77ms to load the HTML DOM elements, 42.83ms to load the javaScript, 13.10ms and 1.73ms for rendering and painting the page by CSS. Additional time taken are 43.91ms and 3,045.10ms for the system and idle time respectively. A total time of 3,160.43ms (3.16s) is required when any of the editors is launched before the page can accept inputs from the users. It also takes the editors 2.66ms to add diacritical marks on a letter. This would, in effect, not reduce the typing speed of users.
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Olabanji, Ayodele Olawale, and Akinlolu Adediran Ponnle. "Development of A Computer Aided Real-Time Interpretation System for Indigenous Sign Language in Nigeria Using Convolutional Neural Network." European Journal of Electrical Engineering and Computer Science 5, no. 3 (June 28, 2021): 68–74. http://dx.doi.org/10.24018/ejece.2021.5.3.332.
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Sign language is the primary method of communication adopted by deaf and hearing-impaired individuals. The indigenous sign language in Nigeria is one area receiving growing interest, with the major challenge faced is communication between signers and non-signers. Recent advancements in computer vision and deep learning neural networks (DLNN) have led to the exploration of necessary technological concepts towards tackling existing challenges. One area with extensive impact from the use of DLNN is the interpretation of hand signs. This study presents an interpretation system for the indigenous sign language in Nigeria. The methodology comprises three key phases: dataset creation, computer vision techniques, and deep learning model development. A multi-class Convolutional Neural Network (CNN) is designed to train and interpret the indigenous signs in Nigeria. The model is evaluated using a custom-built dataset of some selected indigenous words comprising of 15000 image samples. The experimental outcome shows excellent performance from the interpretation system, with accuracy attaining 95.67%.
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Igboanusi, Herbert, Clement Odoje, and Garba Ibrahim. "The modernisation of HIV and AIDS’ nomenclatures in Nigeria’s major languages." Terminology 23, no. 2 (December 31, 2017): 238–60. http://dx.doi.org/10.1075/term.00003.igb.
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Abstract Although the level of awareness of HIV has significantly improved over the past decade following the coordinated activities of the National Agency for the Control of AIDS (NACA), Nigeria still remains one of the most burdened countries in the world with about 3 million people living with HIV. Increasing enlightenment campaigns on HIV and AIDS have not been able to achieve remarkable behaviour change as a result of the non-use of appropriate nomenclatures. Given the low literacy rate of Nigerians in English (about 61% based on UNESCO Institute for Statistics), communication strategies can only be effective when indigenous Nigerian languages have standardised and appropriate nomenclatures for HIV and AIDS. This study argues that the use of appropriate terms in the local languages in referring to HIV and AIDS is capable of reducing the stigmatisation and discrimination of people living with HIV and AIDS, and consequently reduce the spread of HIV through behaviour change. Accordingly, the study embarks on the lexical modernisation of HIV and AIDS nomenclatures in Nigeria’s three major languages (i.e. Hausa, Igbo and Yoruba) in line with current developments around the world in the management of the two health conditions.
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Aruah, Virginus Onyebuchi. "Adulteration of the Igbo Language Through Multilingualism in South-Eastern Nigeria." Indian Journal of Language and Linguistics 2, no. 4 (November 15, 2021): 1–8. http://dx.doi.org/10.54392/ijll2141.
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The study seeks to find out the linguistic adulteration of the Igbo language through a sociolinguistic process known as multilingualism. Many scholars are lamenting that the Igbo language is going into extinction just because it is losing its original linguistic structures via multilingualism. Such alteration brings to the limelight of the study in order to address these issues on Nigerian indigenous languages in general and the Igbo language in particular. A descriptive approach is used to harvest some of these language contact issues among the Igbo populace and language. A random sampling is used to ascertain the population of the five Igbo states: Abia, Anambra, Ebonyi, Enugu and Imo States on how communication and written aspects of the language have been dealt with negatively. Participant observation and students’ essay writing in the Igbo language are used to collate these sub-standard Igbo grammar structures. The study expounds at a length the intricacy of the proper Igbo written forms and as well as pulling the Igbo language away from the effects of multilingualism. The findings of the study prove that the different types of multilingualism abound among the Igbo language native users. They also exemplify some linguistic related issues on the bold face of multilingualism among the Igbo interlocutors and how they vary among the Igbo speech communities in Nigeria. The study also finds out the effects of multilingualism on the standard Igbo teaching. The study goes further in suggesting some quintessential solutions to recuperate the status quo of the Igbo language.
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Mabaso, Eric. "FOLKTALE NARRATION IN THE INDIGENOUS SOUTH AFRICAN LANGUAGES: AN ARTFUL CUL-DE-SAC?" Southern African Journal for Folklore Studies 26, no. 2 (March 9, 2017): 24–37. http://dx.doi.org/10.25159/1016-8427/671.
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This article highlights the problem that the print mode that the indigenous South African languages (IndiSAL) have largely adopted to preserve the folktale is inadequate. It raises shortfalls in support of the contention that not enough is being done to preserve the art of folktale narration and suggests a way out of the cul-de-sac. Most works on IndiSAL folktales focus on the value of preserving the art itself rather than the mode of preservation. The research follows a performance-centred approach as advocated by inter alia Marivate (1991), Bill (1996), Dorji (2010) and Backe (2014). Compared to countries such as Nigeria and Malawi, IndiSAL are lagging behind in digitization for the preservation of folktales. The article is an empirical study based on the author’s experiences and observation of folktale narration and the analysis of the transcribed form. The article critically reviews the various preservation modes and highlights their pros and cons.
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Brown, Magdelene H., and Patchainayagi S. "Resistance Through Language Appropriation to Create a Reality for Oneself in the Postcolonial Nigeria." Theory and Practice in Language Studies 12, no. 3 (March 1, 2022): 610–16. http://dx.doi.org/10.17507/tpls.1203.23.
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the paper explores the reasons behind appropriating the English Language to carry the native's experiences and the strategies deployed by the authors of Nigeria to reconstruct Africa's taunted imageries and cultures through their use of language. This article also examines the pattern that has been documented in Nigeria and re-evaluates some of the identified resistant strains that authors consciously or unconsciously integrate to ensure that their works are authentic. Author/Character/community or a nation is built through an indigenous choice of vocabularies that reflect the meanings of native society. Creative authors, especially with the postcolonial attitude, employ narrative strategies by using indigenous phrases and other signifiers to deviate from the standard variety to foreground the indigenized realities of the marginalized. Appropriations in the English Language help the colonized reconstruct their culture and history's lost and hidden truths. These strategies give the text an authentic identity representing the bare realities of the indigenous community. The indigenized medium of expression is also considered a form of resistance towards Eurocentric linguistic hegemony. The colonized writers articulate their native ideologies and beliefs without depending on the medium of a foreigner. The collection of criticisms in this paper will enable the upcoming writers to know and discover the elegance and inestimable elements in their native Nigerian literature than foreign literature with an alien culture that is hardly incomprehensive. The work also confirms the mimetic nature of Language and its interdependence with society.
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OFFIONG, EKWUTOSI ESSIEN. "LANGUAGE AND DISCOURSE IN NIGERIAN EDUCATION: HISTORIC IMPLICATION OF GENDER ISSUES." Society Register 3, no. 4 (December 31, 2019): 37–56. http://dx.doi.org/10.14746/sr.2019.3.4.03.
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Abstract
This paper examines the influence and power of language in education in Nigeria from the precolonial to colonial and post-colonial times. This is with regards to the effect of language on gender issues within the country. Nigeria, a country on the west coast of Africa is multi-ethnic with over 150 (one hundred and fifty) ethnic groups with their different indigenous languages and cultures. As a colony of the British, the Christian missionaries who first introduced western form of education in Nigeria used the British English language as a medium of communication and subsequently with the establishment of colonial administration in the country, English language was made the official language of the country. This paper contains a critical analysis of the use of English Language in the country and its implications on communication in social and economic interactions of individuals within the various communities across the country. It argues that the proliferation of the English language was through education of which the male gender benefitted more than their female counterparts due to the patriarchal dominance in the country. The data for the study was collated from random interviews and other written sources. The research discovered that the knowledge and ability to speak fluently and write the English language had a direct influence on the socio-political and economic status of individuals within the country. The women who benefitted from this were comparatively fewer than the men due to some prevailing conditions of what could be called in the present the subjugation of women the society. Critical discourse analysis is adopted for this study. It argues that English language dependency by Nigerians shows that forms of the colonial experience is still evident and these were all initiated during the past interactions with west through the transatlantic slave trade and colonial rule. This is because discourse as a social construct is created and perpetuated by the persons who have the language power and means of communication. The Nigerian family being of a conservative orientation derives its power directly from the father who is the patriarch of the family as obtained in the traditional set up of communities and the Nigerian society in general. This has grave effect on the opposite gender
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Omoera, Ph.D., Osakue Stevenson, Casmir E. Onyemuchara, and Charles Okwuowulu. "Nigerian Rural Communities and Media Marginalization on COVID-19: Perspectives on Participatory Video." Journal of Society and Media 4, no. 2 (October 30, 2020): 385. http://dx.doi.org/10.26740/jsm.v4n2.p385-405.
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This article examined the impact of participatory video (PV) technique in (re)educating rural dwellers on Corona virus (COVID-19) at Iva-Valley Forestry Hill Camp 1, Southeast Nigeria, with a view to generating data that could be tested or extrapolated elsewhere. It used historical-analytic, key informant interview (KII) and direct observation methods to argue that the COVID-19 pandemic/period has exposed weaknesses immanent in human institutions globally. One of such exposed interstitial gaps is the seeming weak media-link in the rural areas. This situation results from lack of electricity, non-access to reliable locally-generated news by resident community members and the lack of know-how to use mobile phones to generate media contents. Rural dwellers constitute 49.66 percent of the total Nigerian population (National Population Commission [NPC], 2018), yet media focus in Nigeria is mostly urban-driven. Having interacted and co-created a video script in Igbo with the community members through PV to determine the level of (mis)information that has permeated the community and (re)educated the rural dwellers on Corona virus and strategies to prevent its spread, the study canvassed the use of indigenous languages, diversification of media and PV techniques in the dissemination of credible information on COVID-19 in Nigeria, particularly at the grassroots
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Ezejideaku, Emmanuel, and Esther Nkiru Ugwu. "Igbo English in the Nigerian video film." English World-Wide 30, no. 1 (February 17, 2009): 52–67. http://dx.doi.org/10.1075/eww.30.1.04eze.
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This paper examines the use of Igbo English, one of the ethnic varieties of Nigerian English, in the Nigerian video film. By Nigerian video film, we mean video films produced in, and/or about Nigeria in English as opposed to those produced in Nigerian indigenous languages which are variously known as Igbo video films, Yoruba video films, or Edo video films, among others. The data for this study come from a random selection from video films produced in Nigeria between 2003 and 2006. In all the films studied, it is observed that Igbo English is essentially the medium of communication. Igbo English is one of the three major ethnic varieties of Nigerian English and is characterized by the fact that, while the vocabulary is mostly English, the sentence pattern is essentially Igbo. The choice of Igbo English as the medium for the films seems to be part of the efforts by the producers to retain, as much as possible, the “Nigerianness” of the films, which inevitably have to be produced in English to accommodate the international audience. This study observes that Igbo English, as used in the films studied, manifests itself in four forms: Igbo English proper, composed of English vocabulary in Igbo sentence structure; Engligbo, a form of code-mixing that is almost a fifty-fifty blend of English and Igbo; translation, in which Igbo idiomatic and other rhetorical expressions are transferred literally into English; and errors induced by the influence of the mother tongue (Igbo) on English.
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Adesina, Lawal, Olarewaju. "Indigenous Languages as Tools for Effective Communication of Science and Technology for Food Production in Nigeria." Theory and Practice in Language Studies 5, no. 3 (March 24, 2015): 463. http://dx.doi.org/10.17507/tpls.0503.02.
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Asemah, Ezekiel S., Daniel O. Ekhareafo, and Samuel Olaniran. "Nigeria’s Core Values and the Use of Social Media to Promote Cultural Values." International Journal of Information and Communication Technology Education 9, no. 4 (October 2013): 58–69. http://dx.doi.org/10.4018/ijicte.2013100104.
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This article examines how Nigeria’s core values are being redefined in the face of the new media and cultural globalisation era; it identifies Nigeria’s core values to include age, greeting, dressing, among others. The questionnaire was used as an instrument to elicit data from the sampled population (Jos South Local Government Area of Plateau State). Findings show that the Internet, especially, is changing Nigeria’s core values. Based on the findings, the paper concludes that Nigerians, especially the youths no longer have regards for their culture; rather, they value foreign culture. Also, the paper concludes that globalisation and global culture is gradually eroding Nigeria’s core values as people no longer have regards for their local culture; rather they value the foreign culture. The paper, among others, recommends that the media in Nigeria should adequately transmit local programmes in order to genuinely reflect indigenous culture. The media no doubt, plays a significant role in projecting and reflecting culture. In doing so, indigenous culture should be adequately reflected through sufficient airing of programmes with local content to prevent dominance of Western values over indigenous values and the local languages be instituted in Nigerian school system and monitored to ensure local dialects are learnt and spoken. In this way, the youths will learn to attach value to their culture right from their formative years.
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Ben-Iheancho, Elizabeth Onyewuchi. "Policy Declaration and Nigerian Indigenous Languages: A Case for Improved Incentives for English Language Teachers." Nile Journal of English Studies 2, no. 2 (December 1, 2016): 3. http://dx.doi.org/10.20321/nilejes.v2i2.66.
Full textAbstract:
<p>This paper argues that the lack of commitment to implementing the declarations and language provisions of the National Policy on Education not only has adverse effects on the development of these indigenous languages, but conversely, continues to confer prime status on the place of the English language in the Nigerian education system. Further, it establishes that there is a relationship between the non implementation of policy declaration on indigenous languages and the exposure of Nigerians to the English language which in turn continues to contribute to the global status of English as the language of power and intellectual discourse. By extension therefore, onerous responsibility is placed on the teacher of the English language to properly transmit knowledge to students to equip them to meet social and educational expectations. Hence, the problem of poor performance by students at examinations all of which are written in English can be directly related to the teachers’ competence which in turn can be seen as evidence of non availability of incentives. Consequently, the paper locates the centrality of teacher welfare to increased professional competence, task delivery and productivity. Quantitative data is provided as evidence of the relationship between teacher welfare, task performance and productivity. It is discovered that the absence of these incentives has negatives implications. It concludes by recommending the need for improved English teacher specific incentives to serve as motivation for professional competence and task delivery while enhancing quality student performance and language negotiation on the global platform.</p>
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Pierce, Steven. "POINTING TO PROPERTY: COLONIALISM AND KNOWLEDGE ABOUT LAND TENURE IN NORTHERN NIGERIA." Africa 83, no. 1 (January 22, 2013): 142–63. http://dx.doi.org/10.1017/s0001972012000757.
Full textAbstract:
ABSTRACTColonial contact created many African ‘traditions’ that are in fact novel; part of this process involved translation, in which cultural accommodations were determined not just by the political interests of negotiators but by the challenges of moving between languages and conceptual universes. This article focuses on the cultural translation of land tenure and property in colonial northern Nigeria, as legal paradigms and principles of governance. Beginning in the early colonial period, Western paradigms came to shape the ways colonial authorities understood indigenous landholding, which in turned influenced how they governed small-scale farmers. The article traces how different intellectual traditions came together to create a ‘traditional’ system of land tenure with very little purchase on past practices, and a somewhat attenuated relationship with the lives of ordinary farmers.