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Akande, Akinmade Timothy. "The verb in standard Nigerian English and Nigerian Pidgin English: a sociolinguistic approach." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493713.
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This thesis examines the use and construction of the verb in the spontaneous speech of Nigerian university graduates (NUGs), in both Standard English (StdE) and Nigerian Pidgin English (NPE). Sociolinguistic interviews were conducted with 30 male NUGs. Subjects were from the three major ethnolinguistic groups in Nigeria (Hausa, Igbo and Yoruba from the regions associated with those groups) and they were living in major cities of their own regions. Interviewees moved between Standard English (StdE) and Nigerian Pidgin English (NPE).
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Mustapha, Abolaji Samuel. "Gender variation in Nigerian English compliments." Thesis, University of Essex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397350.
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Isiaka, Adeiza Lasisi. "Ebira English in Nigerian Supersystems: Inventory and Variation." Doctoral thesis, Universitätsbibliothek Chemnitz, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-225496.
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Die vorliegende Arbeit mit dem Titel „Ebíra English in Nigerian Supersystems: Inventory and Variation“ befasst sich mit einer kleinen Varietät des Nigerianischen Englisch, die für eine Untersuchung aus zwei Gründen besonders geeignet erscheint: Einerseits bin ich selbst Mitglied dieser Volksgruppe, was mir einen besonderen Zugang zu guten, aktuellen und vor allem natürlichen Sprachdaten ermöglicht. Diese sind für eine soziophonetische Untersuchung mit den Konzepten und modernen Methoden der Variationslinguistik von besonderer Bedeutung. Andererseits ist die vorliegende Arbeit keine weitere Studie über die großen Systeme des nigerianischen Englisch oder über die beiden größten und bereits relativ gut untersuchten Systeme des Yoruba-Englisch im Südwesten des Landes oder des Hausa-Englisch im Norden, sondern über eine relative kleine Gruppe dazwischen, die historisch zunächst von den Yoruba und später immer mehr von den Hausa-Sprechern beeinflusst wurde und nach wie vor beeinflusst ist. Diese empirische soziophonetische Studie stellt zwei Forschungsfragen:
FF1) Welches Vokalinventar besitzt Ebíra Englisch? Diese Frage ergibt sich aus den widersprüchlichen Ergebnissen vorheriger Untersuchungen (zu Nigerianischen, Yoruba- bzw. Hausa-Englisch) und soll hier erstmals in einer Analyse von digitalen Aufnahmen von 28 jüngeren und älteren Männern und Frauen (16 bzw. 12) aus den Jahren 2014-2016 untersucht werden. Diese Aufnahmen wurden im Rahmen von soziolinguistischen Interviews gemacht, die die bekannten Sprachstile (nach Labov) umfassen: Wortliste, Lesepassage (die bewährte Kurzgeschichte The Boy who Cried Wolf mit jeweils 90 vorkommenden englischen Vokalen) und Konversation. Diese Frage ist auch vor dem Hintergrund des Einflusses der beiden nahen Hauptvarietäten Yoruba- und Hausa-Englisch interessant (FF1b). Auf der Grundlage von fast 15.000 extrahierten Vokalen erfolgte jeweils nach der sorgfältigen Aussortierung unbrauchbarer oder unvollständiger Daten eine quantitative Untersuchung mit Hilfe des Analyseinstruments PRAAT, mit dem sich die Vokalqualität in Form von Formanten messen und darstellen lässt. Die Untersuchung umfasste die bekannten Monophthongkontraste (nach Wells` lexical sets) FLEECE & KIT, FOOT & GOOSE (+ USE ), LOT & THOUGHT & STRUT , TRAP & BATH & lettER , sowie NURSE , und die relativen Diphthonge FACE , GOAT und CURE.
FF2) Welche sprachlichen und sozialen Variablen können die Variation dieses Ebíra Englisch Vokalsystems erklären? Neben den bekannten sozialen Variablen Alter (bzw. Altersgruppe), Geschlecht, Mehrsprachigkeit und Bildung wurden v.a. die sprachlichen Variablen Vokaldauer, phonetische Umgebung der Vokale und Sprachstil untersucht. Interessanterweise war für eine so detaillierte Analyse der Variation die zunächst recht groß wirkende Anzahl der extrahierten Vokale nicht in jedem Fall groß genug oder nicht gut genug verteilt.
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Runsewe, O. I. "Communication in general Nigerian English : An intonational study." Thesis, University of Essex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375724.
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Fajobi, Eunice Olatokunbo. "The impact of Yoruba Porsody on the intonation of Nigerian English." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488608.
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Ozowuba, Goldlyn Ugonna. "Relationship Between English Proficiency and Academic Achievement of Nigerian Secondary School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5243.
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Nigerian stakeholders are concerned with the continuous low scores of final-year senior secondary school students (FYSSS) in the West African Senior School Certificate Examination (WASSCE). Studies have shown that limited proficiency in English among FYSSS is the cause of low scores on the WASSCE. The purpose of this quantitative correlational study was to investigate the relationship between English proficiency and academic achievement among FYSSS as measured by the WASSCE. The theoretical framework for the study was Cummins's theory of second language acquisition to address the distinction between conversational language and academic language. Archival data from 225 FYSSS were collected from 2 secondary schools in Nigeria. Results of linear regression analyses showed a strong positive relationship between FYSSS English proficiency and 4 WASSCE subjects (English, biology, government, and mathematics). Findings may be used to develop strategies to improve English proficiency of FYSSS which will allow them to succeed in all subject areas and to amend the school language policy in the Nigerian education sector.
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Hambali, Yahya Duro Uthman. "The treatment of crime victims in the English and Nigerian criminal justice systems : a comparative perspective of what lessons Nigeria can learn from the English experience." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706681.
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Denial of voice, poor treatment, lack of remedy and total alienation of victims which characterise the present adversarial criminal justice system introduced to Nigeria by the British colonial administration mostly account for poor cooperation of victims with the Nigerian criminal justice apparatus. This consequently affects the degree of success the system records in its crime control agenda. Many of the criminal justice practitioners surveyed across two states of Nigeria in a qualitative research support the involvement of traditional institutions in the adjudication of simple criminal disputes to decongest courts of such cases and as well provide remedies for victims. Aside the fact that this is unsupported by the Nigerian jurisprudence, some of the practitioners are uncomfortable with the lack of a set standard of practice and procedure for the traditional adjudicating process which is the basis for the high level of inconsistencies and arbitrariness of its decisions. However, some people still defer to traditional institutions in Nigeria for adjudication of some criminal disputes notwithstanding the lack of a set standard. The victim, the offender as well as members of the community play significant role in the settlement of disputes. In view of the foregoing, the thesis draws some lessons from the victim reforms in England and Wales and some other advanced jurisdictions to construct a new model of criminal justice system for Nigeria where victims will have participatory rights as well as other rights which are enforceable internally of the system without eroding the existing rights of the offender. As well as this, the thesis draws from the outcome of a qualitative survey carried out in Nigeria, the Northern Ireland experience and the opinions of some restorative justice experts to construct a community restorative justice process that leverages on the existing socio-political structure of the traditional Nigerian societies with the necessary safeguards for the rights of all parties involved.
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Hyacinth, Timi B. "Reflection for specific purposes : the use of reflection by Nigerian English language teachers." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59716/.
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Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers who used it intuitively and through those who have participated in a formal reflective international teacher development course. Findings show that reflection is multifaceted, distinctively construed and used for specific purposes. Four types of reflection are identified: learner-centred reflection; teacher-centred reflection; skill-centred reflection and knowledge-centred reflection. By comparing the two groups of participants’ perspectives of reflection and their use of reflection, the benefit and potential of reflection to bring change and development in the context is highlighted. The study shows that as participants progress through the spectrum of reflection-in-use that was identified in the study, they make sense of teaching and learning and of themselves as teachers; moving from intuitive encounters of reflection-in-use to the more explicit zones of systematic reflection. The study concludes that because reflection is multifaceted and used in specific ways, teacher educators will need to develop specific and relevant learning tools to teach it in more teacher-centred ways.
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Umana, Beauty Friday Happy. "Nigerian Pidgin English in Cape Town: exploring speakers’ attitudes and use in diaspora." Master's thesis, Faculty of Humanities, 2018. https://hdl.handle.net/11427/32098.
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Nigerian Pidgin English is widely spoken in different parts of the country and “has been called the native language of a substantial population of people in the Niger Delta, particularly in the Sapele and Warri areas” (Igboanusi, 2008: 68). According to Balogun (2012: 90), “Nigerian Pidgin English has emerged as the most widely spoken language of inter and intra communication among Nigerians and across diverse ethnic groups that do not share a common language”. The language plays a major role in youth culture and most Nigerians speak the language. There is a general belief by some Nigerians that Nigerian Pidgin English is a colloquial form of English that is mostly spoken by those whose Standard English proficiency has not fully developed (Agheyisi, 1971:30). The government has continued to ignore it “despite the fact that Nigerian Pidgin is in most respects the most logical choice for a national language [and] official attitudes towards Nigerian Pidgin remain negative, perpetuating erroneous notions inherited from the colonial period that Nigerian Pidgin is some form of ‘broken English’” (Faraclas 1996: 18). Also, the general attitudes held by Nigerians regarding the language can be described as ambivalent with majority leaning towards the negative attitude more. This project investigated if the Nigerians who find themselves in a different geographical space like Cape Town still hold negative attitudes towards Pidgin English and whether they abstained from speaking the language or speak it freely. The study also sought to establish if those who may have held negative attitudes towards Nigerian Pidgin English while in Nigeria now hold a different attitude since being in Cape Town. The study employed both quantitative and qualitative methods in form of online questionnaires and semi structured interviews involving 38 participants to investigate the uses of and attitudes towards Nigerian Pidgin English. The findings revealed that the attitudes towards Nigerian Pidgin English do not show significant difference from that held by Nigerians within Nigeria. The participants in this study held negative attitudes towards Nigerian Pidgin English in formal domains and positive attitudes towards the language in informal domains. These same attitudes were obtainable among Nigerians living in Nigeria. The data analysis revealed that the Nigerians in this study use the language in their daily activities for different purposes. The hegemonic perspective on Pidgins being an informal language that can serve only informal purposes was also present among some of the Nigerians that formed part of this study. Although some thought that the language can go beyond informal domains, the majority thought otherwise. All the participants use Nigerian Pidgin English mainly to communicate with their friends, family members and other Nigerians they encounter despite living far away from home where other languages exist. Also, the analysis revealed that all the participants considered the language to be an important aspect of their Nigerian identity and togetherness in the diaspora. This indicates a significant difference between those in the diaspora and those in Nigeria, because those in the diaspora appreciate and think there is a greater need for Nigerian Pidgin English outside the country. The data suggested that the reason for this shift in attitude is because speaking the language bridges the gap between home and abroad.
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Tenshak, Juliet. "Bearing witness to an era : contemporary Nigerian fiction and the return to the recent past." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/27349.
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The body of writing collectively referred to as third generation or contemporary Nigerian literature emerged on the international literary scene from about the year 2000. This writing is marked by attempts to negotiate contemporary identities, and it engages with various developments in the Nigerian nation: Nigeria’s past and current political and socio-economic state, different kinds of cultural hybridization as well as the writers increasing transnational awareness. This study argues that contemporary Nigerian fiction obsessively returns to the period from 1985-1998 as a historical site for narrating the individual and collective Nigerian experience of the trauma of military dictatorship, which has shaped the contemporary reality of the nation. The study builds on existing critical work on contemporary Nigerian fiction, in order to highlight patterns and ideas that have hitherto been neglected in scholarly work in this field. The study seeks to address this gap in the existing critical literature by examining third-generation Nigerian writing’s representation of this era in a select corpus of work spanning from 2000-06: Okey Ndibe’s Arrows of Rain (2000), Helon Habila’s Waiting for an Angel (2002), Sefi Atta’s Everything Good will Come (2005), and Chimamanda Adichie’s Purple Hibiscus (2006). The four novels chosen were written in response to military rule and dictatorship in the 80s and 90s, and they all feature representations of state violence. This study finds that, despite variations in the novels aesthetic modes, violence, control, silencing, dictatorship, alienation, the trauma of everyday life and resistance recur in realist modes. Above all, the study argues that contemporary Nigerian fiction’s insistent representation of the violent past of military rule in Nigeria is a means of navigating the complex psychological and political processes involved in dealing with post-colonial trauma by employing writing as a form of resistance.
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Weaver, Kristina N. "Sayling, stories from the mothership: narrating political geographies of Nigerian campus cultism." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/1512/.
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"Sayling, Stories from the Mothership" is a collection of ethnographic fictions ? short stories ? adapted from notes, archival materials, and interviews compiled over a year of geographic fieldwork in southwestern Nigeria. Touching on a wide range of themes, from domesticity to internet fraud, the stories explore the interface of occult violence and youth politics in the contemporary period. They are connected through overlapping characters and through their relationships to a central geography: the University of Ibadan (UI), Nigeria?s oldest and most prestigious institute of higher education and the site of origin for the nation?s first campus ?cult?: the Pyrates Confraternity. The collection is, in essence, a character study of Nigerian campus cultism, itself. The stories are organized into three sections that can be mapped onto a ritual landscape: the stages of initiation, participation, and renunciation serve to link diverse voices and life stories. The dissertation is framed by a Preface and Epilogue that explore issues of race, representation, and reflexivity, themes that are important to a project engaging with living memories of contemporary violence. A critical prologue and footnotes throughout serve to connect the creative core of this work to larger academic, literary, and ethnographic contexts. An appendix features maps that highlight spaces and dates important to the stories as well as four original interview ?transcripts?, semi-fictionalised records that provide both additional ethnographic detail and evidence of methodology.
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Owodunni, Adeola Abimbola. "Bank lending on the security of land : a comparative study of English and Nigerian law." Thesis, University of Reading, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280298.
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Larsson, Hanna. "Code-Switching in Chinua Achebe's Novels." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1046.
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The aim of this essay is to point out how Chinua Achebe uses different features of Igbo and Nigerian Pidgin English (NPE) in four of his novels. Firstly, there will be an explanation of the terms code switching and proverb, followed by an overview of Pidgin Languages and Nigerian Pidgin English. This study will then deal with two aspects of code-switching in Achebe’s novels: semantic, which includes intertwined Igbo vocabulary and proverbs; and syntactic, which is a study of Nigerian Pidgin English verb phrase constructions. The study will examine how the Igbo lexicon and proverbs function in the text and if/how it is possible to understand the meaning of the Igbo vocabulary. Further, it will examine how the verb constructions of the NPE dialogues are used and if they follow the norm set up by other linguists, or if Achebe alters their usage according to his own style.
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Asiedu, Awo Mana. "West African theatre audiences : a study of Ghanaian and Nigerian audiences of literary theatre in English." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288805.
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This thesis examines the question of who the main audiences of West African literary theatre in English are and what they expect from literary theatre performances. Through a survey of audiences at performances in Ghana and Nigeria, it shows that the main audiences of literary theatre in English in this region of Africa are mainly students and the educated elite. The language of these plays and the main venues of performance are largely seen as responsible for this limited but important audience. The study concludes that since playwrights and their audiences see theatre as a medium for social change and edification respectively, this category of audiences are strategic targets. The study, however, sees the role of other theatre practices, such as Theatre for Development and Concert Party Theatre, which are in local languages and target the larger, less educated sections of society as more relevant but complementary to literary theatre in English. This thesis also highlights the lively interaction of West African audiences with theatre performances. Theatre practitioners encourage the active participation of their audiences by casting them in concrete roles or by directly addressing them, thus insisting on their participation.
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Adewuyi, David Aderemi. "Understanding school effectiveness and English language certification in the Third World, an ethnographic study of some Nigerian secondary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34501.pdf.
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Aghoghovwia, Philip Onoriode. "Ecocriticism and the oil encounter : readings from the Niger Delta." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86488.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The study seeks to understand the ways that environmental concerns and the phenomenon of oil production in the Niger Delta are captured in contemporary literary representations. In the thesis, I enlist several works, five poetry collections and a Nollywood video film, produced between 1998 and 2010, to investigate and analyse the different ways they engage with the effects of oil extraction as a form of violence that is not immediately apparent. Amitav Ghosh argues that representing something of such magnitude as oil modernity can only be done adequately through narratives of epic quality such as realist fiction or the historical novel. I move away from Ghosh’s assumptions to argue that the texts, poetry and video film have adequately captured the oil encounter, but not on a grand scale or through realist fiction. I situate Niger Delta representations of the oil encounter within the intellectual frame of petrocultures, a recent field of global study which explores the representational and critical domain within which oil is framed and imagined in culture. In their signification of what I call the “oil ontology”, that is, the very nature and existence of oil in the Delta, lived-experience in its actual quotidian specificity, takes precedence in the imagination of the writers that I study. I propose that the texts, in very different ways, articulate these experiences by concatenating social and environmental concerns with representations of the oil encounter to produce a petro-literary form which inflects and critiques the ways in which oil extraction, in all its social and environmental manifestations, inscribes a form of violence upon the landscape and human population in the oil sites of the Delta. I suggest that the texts articulate a place-based, place-specific form of petroculture. They emphasis the notion that the oil encounter in the Delta is not the official encounter at the point of extraction but rather the unofficial encounter with the side-effects of the oil extraction. The texts, in very different ways address similar concerns of violence as an intricate feature in the Delta, both as a physical, spectacular phenomenon and as a subtle, unseen category. They conceive of violence as a consequence of the various forms of intrusion and disruption that the logic of oil extraction instigates in the Niger Delta. I suggest that the form of eco-poetics that is articulated gives expression to environmental concerns which are marked off by an oily topos in the Delta. I maintain that in projecting an artistic vision that is sensitive to environmental and sociocultural questions, the writings that we encounter from this region also make critical commentary on the ontology of oil. The texts conceive the Niger Delta as one that provides the spatial and material template for envisioning the oil encounter and staging a critique of the essentially globalised space that is the site of oil production.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die maniere waarop omgewingsbelange en die instellings van olieproduksie in die Delta van die Niger-rivier vasgevang word in kontemporêre letterkundige voorstellings. In my tesis gebruik ek verskeie werke – vyf versamelings van gedigte en ‘n Nollywood [Nigeriese] video, almal geskep tussen 1998 en 2010 – om die verskillende wyses waarop hierdie tekste omgaan met die gevolge van olie-ontginning, as ‘n vorm van geweld wat nie onmiddellik opvallend is nie, na te vors en te analiseer. Amitav Ghosh argumenteer dat, om ‘n fenomeen van sulke geweldige omvang soos olie-moderniteit uit te beeld, slegs na behore uitgevoer kan word in narratiewe van epiese dimensies; byvoorbeeld realistiese fiksie of die historiese roman. Ek beweeg weg van Ghosh se aannames deur te argumenteer dat die tekste (gedigte en ‘n video-film) wel die olie-ervaring behoorlik vasvang, maar nie op groot skaal soos in realistiese fiksie nie. Ek plaas die Niger-Delta uitbeeldings van die olie-ervaring binne die groter raamwerk van Petro-kulture: ‘n nuwe studiegebied wat die voorstellings- en kritiese domein waarbinne olie gekonseptualiseer en kultureel verbeel(d) word, ondersoek. In hul voorstellings van die olie-ontologie van die Delta neem die ervaringswêreld in sy daaglikse werklikhede (in die gekose skrywers se uitbeelding daarvan) ‘n sentrale plek in. Ek konstateer dat die tekste, hoewel op heel uiteenlopende maniere, hierdie ervarings artikuleer deur sosiale en omgewings-oorwegings byeen te bring met uitbeeldings van die olie-ervaring ten einde ‘n petro-literêre vorm te skep wat die maniere waarop olie-ontginning, in al die sosiale en omgewings-effekte daarvan, ‘n vorm van geweld op die landskap en die menslike bevolking van die olie-ontginningsgebiede van die Delta inskryf, inflekteer en krities analiseer. Ek stel dit dat die tekste ‘n plek-gebaseerde en gebieds-spesifieke vorm van Petrokultuur artikuleer. Hulle benadruk die feit dat die olie-ervaring in die Delta nie die offisiële ontmoeting by die ontginningspunt is nie, maar eerder die onoffisiële ondervinding van die newe-effekte van die olie-ontginningsproses. Op hul verskillende wyses spreek die tekste ‘n ooreenstemmende besorgdheid uit aangaande die ingewikkelde rol wat geweld in die Delta speel – beide as ‘n fisiese, ooglopende fenomeen en as ‘n subtiele, ongesiene kategorie. Die tekste konseptualiseer geweld as seinde die gevolg van die verskeie vorme van ingryping en versteuring wat deur die logika van die olie-ontginningsproses in die Niger-Delta meegebring word. Ek suggereer dat die vorm van eko-poëtika wat hier geartikuleer word, uitdrukking gee aan omgewings-oorwegings wat in die Delta deur ‘n olie(rige) topos omgrens word. Ek maak die stelling dat, deur middle van ‘n artistieke visie wat gevoelig is vir omgewings-en sosiale vrae, die tekste wat in hierdie gebied ontstaan, kritiese kommentaar bied op die ontologie van olie. Die tekste verbeel die Niger-Delta as ‘n gebied wat die ruimtelike en materiële templaat voorsien om die olie-ervaring te visualiseer en te konseptualiseer, om sodoende ‘n kritiek te skep van die geglobaliseerde ruimte van olie-produksie.
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Smit, Willem Jacobus. "Becoming the third generation: negotiating modern selves in Nigerian Bildungsromane of the 21st century." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2335.
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Thesis (MA (English))--University of Stellenbosch, 2009.ENGLISH ABTRACT: In recent years, original and exciting developments have been taking place in Nigerian literature. This new body of literature, collectively referred to as the ―third generation‖, has lately received international acclaim. In this emergent literature, the negotiation of a new, contemporary identity has become a central focus. At the same time, recent Nigerian literary texts are articulating responses to various developments in the Nigerian nation: Nigeria‘s current political and socio-economic situation, diverse forms of cultural hybridisation, as well as an increasing trans-national consciousness, to mention only a few. Three 21st-century novels – Chimamanda Nogzi Adichie‘s Purple Hibiscus (2004), Sefi Atta‘s Everything Good Will Come (2004) and Chris Abani‘s GraceLand (2005) – reveal how new avenues of identity-negotiation and formation are being explored in various contemporary Nigerian situations. This study tracks the ways in which the Bildungsroman, the novel of self-development, serves as a vehicle through which this new identity is articulated. Concurrently, this study also grapples with the ways in which the articulation and negotiation of this new identity reshapes the conventions of the classical Bildungsroman genre, thereby establishing a unique and contemporary Nigerian Bildungsroman for the 21st century. The identity that is being negotiated by the third generation is multi-layered and inclusive, as opposed to the exclusive and unitary identities which are observable in Nigerian novels of the previous two generations. Such inclusivity, as well as the hybrid environments in which this identity is being negotiated, results in a form of ―identity layering‖. Thus, the individual comes into being at the point of intersection, overlap and collision of various modes of self-making. Such ―layering‖ allows the individual, albeit not without challenge, to perform a self-styled identity, which does not necessarily conform to the dictates of society. At the same time, the identity is negotiated by means of an engagement, in the form of intertextual dialoguing, with Nigeria‘s preceding literary generations. The most prominent arenas in which this new identity is negotiated include silenced domestic spaces, religo-cultural traditions, constructs of gender and nation, as well as in multicultural and hybrid communities. The investigation conducted in this thesis will, consequently, also focus on such areas of Nigerian life, as they are portrayed in the focal texts. Various theories of literary analysis (some of which specifically focus on Nigeria), Bildungsroman theory, theories of allegory, (imaginative) nation formation, feminism, gender and performativity, as well as theories of cultural identity and cultural exchanges, will form the critical and theoretical framework within which this investigation will be executed. Chapter One explores how Purple Hibiscus‘s protagonist, Kambili Achike, negotiates her gender identity and voice in order to constitute herself as an independent, self-authoring individual. Chapter Two, which focuses on Everything Good Will Come, investigates the dialectic relationship between Enitan Taiwo‘s national and personal identity, which inevitably leads to her quest to reconceive her gender identity, since national identity, as she finds out, is always an engendered construct. In its analysis of GraceLand, Chapter Three turns to the difficulties that Elvis Oke faces when he attempts to negotiate an alternative masculine identity within a rigid patriarchal system and between the cracks of a fraudulent African modernity.
AFRIKAANSE OPSOMMING: In die afgelope paar jaar was daar opwindende, oorspronklike ontwikkelinge in Nigeriese literatuur. Hierdie nuwe literatuurkorpus, wat gesamentlik bekend staan as die ―derde generasie, het onlangs internasionale erkenning ontvang. In hierdie opkomende literatuur, kry die soeke na 'n nuwe, kontemporêre identiteit ‘n sentrale fokus. Terselfdertyd reageer onlangse Nigeriese literêre werke met verskeie ontwikkelinge in die Negeriese nasie: Nigerië se huidige politieke en sosio-ekonomiese situasie, diverse vorme van kultuurverbastering asook 'n toenemende trans-nasionale bewustheid, om maar ‘n paar te noem. Drie 21ste eeuse romans – Chimamanda Nogzi Adichie se Purple Hibiscus (2004), Sefi Atta se Everything Good Will Come (2004) en Chris Abani se GraceLand (2005) – onthul hoe nuwe kanale van identiteidsonderhandeling en –vorming in verskeie kontemporêre Nigeriese situasies ondersoek word. Hierdie studie ondersoek die maniere waarop die Bildungsroman, die roman van selfontwikkeling, as ‗n medium dien waardeur hierdie nuwe identiteit geartikuleer word. Terselfdertyd sal hierdie studie ook worstel met die maniere waarin die artikulasie en soeke na hierdie nuwe identiteit die konvensies van die klassieke Bildungsroman genre hervorm, en daardeur 'n unieke en kontemporêre Nigeriese Bildungsroman vir die 21ste eeu vestig. Die identiteit wat ontwikkel deur die derde generasie is veelvlakkig en inklusief en staan teenoor die eksklusiewe, eenvormige identiteite wat in Nigeriese romans van die vorige twee generasies opgemerk word. Hierdie inklusiwiteit, sowel as die hibriede omgewings waarin hierdie identeite ontwikkel word, lei tot die vorming van identiteitslae. Die individu kom dus tot stand by die kruising, oorvleueling en botsing van verskillende metodes van selfvorming. Hierdie vorming van lae laat die individu toe, alhoewel nie sonder uitdagings nie, om 'n selfgevormde identiteit te hê wat nie noodwndig aan die eise van die gemeenskap voldoen nie. Terselfdertyd word hierdie identiteit onderhandel deur ‗n skakeling met Nigerië se voorafgaande literêre generasies in die vorm van intertekstuele dialoog. Die mees prominente omgewings waar hierdie nuwe identiteit onderhandel word, sluit stilgemaakte huishoudelike spasies, religieus-kulturele tradisies, konstrukte van gender en nasie, sowel as multi-kulturele en hibriede gemeenskappe in. Die ondersoek wat in hierdie tesis uitgevoer sal word, sal daarom ook fokus op hierdie areas van Nigeriese lewe, soos deur die fokale tekste voorgestel. Verskeie teorieë van literêre analise (sommige wat spesifiek op Nigerië fokus), Bildungsromanteorie, teorieë van allegorie, (denkbeeldige) nasievorming, feminisme, gender en performatiwiteit, sowel as teorieë van kultuuridentiteit en -uitruiling, vorm die kritiese en teoretiese raamwerk waarbinne hierdie ondersoek uitgevoer sal word. Hoofstuk een ondersoek hoe Purple Hibiscus se protagonist, Kambili Achike, haar genderidentiteit onderhandel en uitdrukking gee om haarself as onafhanklike, self-skeppende individu te vorm. Hoofstuk twee, wat fokus op Everything Good Will Come, ondersoek die dialektiese verhouding tussen Enitan Taiwo se nasionale en persoonlike identiteit, wat onvermydelik lei tot die herbedenking van haar genderidentiteit, aangesien nasionale identiteit, soos sy uitvind, altyd 'n gekweekte konstruk is. In sy analise van GraceLand, draai Hoofstuk drie om die moeilikhede wat Elvis Oke in die gesig staar wanneer hy probeer om ‘n alternatiewe manlike identiteit te onderhandel in 'n rigiede patriargale sisteem tussen krake van 'n bedrieglike Afrika-moderniteit.
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Abatan, Adetutu Abosede. "Cultural perspectives and adolescent concerns in Nigerian young adult novels." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40308.
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Multicultural literature is a very important tool in today's classrooms because it enables teachers and students to learn about the practices, historical background for attitudes, norms and customs of other cultures and peoples.Ph. D.
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Orekan, George Suraju. "Attitudes of secondary school pupils and dropouts towards English and indigenous languages in the context of Nigerian educational policy." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=202789.
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A growing amount of empirical research and theory on educational development in multilingual contexts emphasises that mother tongue based education will benefit disadvantaged children. For most of the research and literature, led by UNESCO, it is argued that educational success in multilingual nations can only be achieved based on early learning and schooling in the mother tongue. Effective language policy based on mother tongue is crucial to the implementation of the educational system of any multilingual country, including Nigeria the case study, where the home and school languages are mainly uncoordinated. It also confirms that fluency and literacy in the mother tongue establish a cognitive and linguistic foundation for learning additional languages. Both the theoretical and empirical research agree that in order to drastically challenge the educational disadvantages and to be fair to various multi-ethnic groups, national education policy must promote multilingualism in the education system. This PhD thesis explores attitudes of Nigerian young people towards their mother tongue and English, in the context of Nigerian language and education policies. It describes the sociolinguistic realities of Nigeria and its language policy and planning situation, relating them to language use and attitudes among young people. It also aims to identify the role language plays in the widespread phenomenon of pupils who drop out of secondary education and pupils' attitudes towards the medium of instruction. These aims were supported by a language attitudes survey and fieldwork; where data were collected to study the attitudes of different young people, both secondary school pupils and school dropouts towards mother tongue and English, and to investigate differences in their language choice and use patterns. Findings from this research substantiate that mother tongue language policy within education can foster positive attitudes; they also confirm that there are attitudinal differences between certain groups of young people.
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Mohammed, Ahmed Rufai. "The application of the principle of natural justice to disciplinary decisions : a study based on English and Nigerian law." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357155.
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Isiaka, Adeiza Lasisi [Verfasser], Josef [Akademischer Betreuer] Schmied, Josef [Gutachter] Schmied, and Rooy Albertus J. [Gutachter] van. "Ebira English in Nigerian Supersystems: Inventory and Variation / Adeiza Lasisi Isiaka ; Gutachter: Josef Schmied, Albertus J. van Rooy ; Betreuer: Josef Schmied." Chemnitz : Universitätsbibliothek Chemnitz, 2017. http://d-nb.info/1214306292/34.
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Obi-Okoye, Amandianeze Felix. "Action research into the use of a writing process approach in Nigerian schools to teach English as a second language." Thesis, Obi-Okoye, Amandianeze Felix (1989) Action research into the use of a writing process approach in Nigerian schools to teach English as a second language. PhD thesis, Murdoch University, 1989. https://researchrepository.murdoch.edu.au/id/eprint/51514/.
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110 Million Nigerians speak nearly 400 mutually unintelligible ethnic languages. Although English is the only common language, it is nobody's first language. Textbook writers and teachers have generally underestimated the problems involved in teaching and learning English as a second language (TESL) in multilingual situations. Traditional Nigerian texts over-emphasize surface linguistic features and tend to ignore the development of children's ideas/meaning.
The present study set out to investigate the usefulness of adapting a Writing Process Approach (WPA) to TESL for Nigerian school children. In contrast to traditional Nigerian approaches, the WPA employs natural language learning techniques; prewriting, multiple draft-writing and post-writing strategies; immediate response to achievement and error, individualized and small group conferencing; peer tutorship; and formative evaluation.
The dissertation reports and analyses a piece of action research which included theory-development and 15 months of field-trialling aimed at adapting the WPA to TESL in schools in Anambra State. To introduce co-operating teachers to the WPA, a Teacher's Writing Manual was developed, and in-service orientation workshops were organised. After initial trialling with 60 teachers, using classroom observation, questionnaire and interview techniques, progressive focussing enabled detailed case-studies of 11 teachers to be developed.
The study confirmed the value of using the WPA in TESL for Nigerians, and generated several recommendations for its further adaptation and adoption in that country. Cooperating teachers were prompted by it to modify their teaching behaviour and showed a resolve to continue using it. Students who had formerly disliked writing improved in attitude and performance, and the Federal Ministry of Education, universities and teacher educators expressed interest in implementing it. On the evidence available, it would be profitable to test the applicability of the findings of the study to other countries as well as Nigeria.
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Olokotor, Ndudi. "Judicial attitudes to enforcement of transnational awards under the New York Convention : a critical assessment of the English and Nigerian courts." Thesis, SOAS, University of London, 2017. http://eprints.soas.ac.uk/24950/.
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Bredesjö, Budge Susanne. "To deceive the receiver : A genre analysis of the electronic variety of Nigerian scam letters." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-627.
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This essay analyses fifty electronic Nigerian scam letters or spam in order to find out whether they can be considered a genre of their own according to Swales’ (1990) definition. It is comparing the Nigerian scam letters to sales promotion letters, as presented by Bhatia (1993). The functional moves Bhatia (1993) found in the sales promotion letters were applied to the Nigerian scam letters, and three functional moves unique for the scam letters were established. The functional moves specific to the Nigerian scam letters together with the scam letters’ compatibility with Swales’ (1990) definition of genre, give support for this essay’s argument that the Nigerian scam letters constitute a genre of their own.
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Wambui, Mary Theru. "Female identity in the post-millennial Nigerian novel: a study of Adichie, Atta, and Unigwe." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020013.
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This thesis project examines the work of three female Nigerian authors: Chimamanda Ngozi Adichie, Sefi Atta and Chika Unigwe. They are part of a growing number of young African writers who are receiving international acclaim and challenging narratives that have long defined the continent in pejorative terms. They question what it means to be female and African in a transcultural, global world but counter discourses that are both restrictive and prescriptive. Their female characters are not imaged in binary terms as either victims or villains. For all three writers, the African story has to be told in its entirety incorporating what some may argue are negative stereotypes but doing so in a manner that examines and undermines those same stereotypes. For the purposes of the thesis, I focus on their first novels: Adichie’s Purple Hibiscus, Atta’s Everything Good Will Come and Unigwe’s On Black Sisters’ Street. Chapter One examines Purple Hibiscus and argues that the novel is much more than a coming of age story or, as some critics have posited, an allegory of the postcolonial state. Chapter Two highlights Atta’s use of fairly familiar feminist theories but grounds them in the lived realities of the African city. All three authors are concerned with issues of violence and death. Unigwe’s novel, which forms the focus of Chapter Three, offers a critical perspective on how both of those themes intersect with the increasing commercialisation of global culture. Her characters are female sex workers whose lives are irrevocably altered by the murder of one of their colleagues. I conclude by arguing that the three novels offer a nuanced if not necessarily new understanding of the various social, economic and political forces that continue to shape the lives of women on the continent.
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Durodola, Olufunke Treasure Anike. "The rising popularity of Pidgin English radio stations in Nigeria: an audience study of Wazobia FM, Lagos." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1020886.
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This research is located within media studies and draws on the Cultural Studies approach. It is an audience study, which uses the mixed methods of focus group discussions and an online survey to examine the importance of the use of Nigerian Pidgin as a broadcast language in investigating the rising popularity of Pidgin English radio in a multi-ethnic and multi-lingual Nigeria. The study focuses on Wazobia FM, a radio station in Lagos, and the first pidgin station in Nigeria. It seeks to determine whether the station’s audience engaged with the station’s programming based on its prioritisation of NigP and the linguistic identity it offers them. The study foregrounds the marginalised status of NigP within the politics of language in Nigeria. It traces the language’s evolution through popular and oppositional expressions in broadcasting and in music. It also seeks to establish the place of Pidgin English within the role that language plays in the formation of the Nigerian identity. This study thus adopts the ‘emic’ perspective, which underpins qualitative methodology, and views social life in terms of processes as opposed to static terms. The theoretical framework of this research revolves around culture, language and identity. Pertinent concepts in post-colonial studies, together with conceptual frameworks in Cultural Studies, such as popular culture, representation, hegemony and counter-culture have been used to make sense of the popularity of NigP radio stations.
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Kalu, Chukwudi Okechukwu. "Problems encountered by Igbo learners and teachers of English as a second language in Nigeria /." Berlin : Viademica-Verl, 2009. http://d-nb.info/994213441/04.
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Oyebola, Folajimi [Verfasser], and Dagmar [Akademischer Betreuer] Deuber. "Attitudes of Nigerians towards Accents of English / Folajimi Oyebola ; Betreuer: Dagmar Deuber." Münster : Universitäts- und Landesbibliothek Münster, 2021. http://d-nb.info/1240763549/34.
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Amuda, A. A. "Yoruba/English code-switching in Nigeria : Aspects of its functions and form." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371431.
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Jones, Rebecca Katherine. "Writing domestic travel in Yoruba and English print culture, southwestern Nigeria, 1914-2014." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5249/.
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Travel writing criticism has sometimes suggested that little travel writing has been produced by Africans. This thesis shows that this is not the case, through a literary study of writing about travel published in Yoruba-speaking southwestern Nigeria between 1914 and 2014. This is a study of writing about domestic travel – Nigerians travelling within Nigeria – and of both Yoruba- and English-language texts. It is both a study of conventional ‘travel writing’ such as first-person travelogues, and of the motif of travel in writing more broadly: it encompasses serialised newspaper columns, historical writing, novels, autobiography, book-length travelogues and online writing. As well as close readings, this study draws on archival research and an in-depth interview with travel writer Pelu Awofeso. This is not an exhaustive study but rather a series of case studies, placed in their historical context. I examine southwestern Nigerian writers’ re resentations of laces within Nigeria and changing communal identities: local, translocal, regional and national. I explore their ideas about the benefits of travel and travel writing, knowledge and cosmopolitanism. I argue that we can read these texts as products of a local print culture, addressed to local readers, as well as in relation to the broader travel writing tradition.
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Tom-Lawyer, Oris Oritsebemigho. "An evaluation of the implementation of the English Language Nigeria Certificate in Education curriculum : a case study of three Colleges of Education." Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/16727/.
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This thesis was conducted to examine the adequacy of the skills and preparation of the Nigeria Certificate in Education (NCE) English language teachers as the poor performance of Nigerian students in external English language examinations has become a source of concern to educational stakeholders (Patrick, Sui, Didam & Ojo, 2014). The NCE is the basic qualification for teaching in Nigeria. The concern for the quality of teachers in Nigeria is crucial as the Nigerian government recognized a problem with the training of teachers at the NCE level in 2010 and proposed to abolish the colleges and phase out the NCE (Idoko, 2010). The Context, Input, Process and Product (CIPP) Evaluation model is used as a theoretical framework in the study. The research questions were: What is the context of the English language programme of the Nigeria Certificate in Education? How does the implementation of the curriculum equip students to develop the four language skills? What are the lecturers and students’ perceptions of the implementation of the curriculum and how have the objectives of the curriculum been achieved? In examining these issues, a mixed methods approach was adopted within the framework of the CIPP model, while utilizing a case study. The study showed the ineffective implementation of the curriculum as a factor for the failure of Nigerian students in external English language examinations. The research established the deficiency of the students in the basic skills of the language. The process and product evaluations noted failures in the procedural design of the curriculum and demonstrated a lack of achievement of the objectives of the curriculum. The recommendations arising from the research emphasized an immediate review of the admission policy and an extensive involvement of the lecturers in the future reform of the curriculum. Future research is concerned with an investigation of the measures that will curb systemic failures in the colleges.
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Oyetoyan, Oludamilola Iyadunni. "Towards vocational translation in German studies in Nigeria and beyond." Doctoral thesis, Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-206869.
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Innerhalb des Faches ‚Auslandsgermanistik‘ existieren bislang keine einheitlichen überschaubaren Richtlinien und Handlungsschritte für die Lehre des berufsorientierten Übersetzens auf allen sprachlichen Leistungsniveaus in Fremdsprachenstudien. Trotz der Einbeziehung der Sprachmittlung in den Gemeinsamen Europäischen Referenzrahmen (GER), ist hier ein professioneller Gebrauch der sprachmittlerischen Fertigkeiten in der Auslandsgermanistik nicht einbezogen (Fitzpatrick 1997:66). Daraus folgt die noch existierende Trennung der Fertigkeiten, die in den Fächern Übersetzungswissenschaft und Fremdsprachenstudien (im konkreten Fall hier: Auslandsgermanistik) zu trainieren sind.
Weitere Folgen solcher Abgrenzungen lassen sich in einem sich noch entwickelnden Land wie Nigeria finden. In diesem Land gibt es aufgrund der Nichtverfügbarkeit von qualifizierten Lehrenden im Fach ‚Übersetzen‘ (de-en, en-de) keine funktionale Übersetzerausbildung, es fehlt auch eine Berufsorientierung im Germanistikstudium für nigerianische Germanistikstudierende. Außerdem bedürfen die Wirtschaftsbeziehungen zwischen Nigeria und Deutschland einer funktionierenden und belastbaren ‚Arbeitsbühne‘, die die Weiterentwicklung der Wirtschaft im Bereich der sprachlichen Dienstleistungen fördert und nicht, wie bisher, einschränkt.
In dieser Dissertation wurde daher untersucht, wie das berufliche Übersetzen im Rahmen einer berufsbezogenen Fremdsprachlehre eingebunden werden kann. Am Beispiel des Germanistikstudiengangs in Nigeria lässt sich das anpassungsfähige Modell eines berufspraktischen Lehrplans zum Übersetzen ‚VOTT‘ als Zusatz zu den schon bestehenden Lehrplänen entwickeln.
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Akinyeye, Caroline Modupe. "Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria." University of the Western Cape, 2015. http://hdl.handle.net/11394/5089.
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Philosophiae Doctor - PhDNigeria is one of the most multilingual nations in Africa which consists of over 450 languages (Adegbija, 2004; Danladi, 2013). It has a population of more than 150 million people, with three major languages, namely Hausa, Yoruba and Igbo, and a number of minority languages. Despite its linguistic and cultural diversity, English is the main medium of instruction from primary to tertiary education. The negative effects of learning through the medium of English second language (L2) are evidenced in the learners’ poor achievement in the external examination results of the National Examination Council (NECO) and the West African Examination Council (WAEC). There is an assumption that learners’ poor performance in English (L2) is due to little attention given to English writing in schools, and the use of less appropriate or effective teaching approaches (Babalola, 2011). There is a special concern about the poor writing proficiency levels of learners, particularly in the Junior Secondary School (JSS) phase which is an exit to Senior Secondary School level where learners are expected to show strong academic literacy skills. Writing is a process which is central to learners’ learning across the curriculum and it enables learners not only to access knowledge from different sources, but also to display the acquired knowledge in different domains. Learners’ poor writing skills are a great concern given that English (L2) is the main medium of instruction at all levels of education in Nigeria. In light of the above, this study set out to explore the pedagogical strategies and problems encountered by both teachers and learners in English (L2) academic writing in Junior Secondary School (JSS 3) classrooms in the Ekiti State, Nigeria. Guided by Second Language Acquisition theory, the study explored the factors that influence second language learning, in relation to the sociocultural and contextual factors that influence learners’ writing abilities. Through the lens of the Genre Pedagogical Theory and the Social Constructivist theory, it investigated teachers’ pedagogical strategies in English (L2) writing, and analysed learners’ written texts in order to understand the extent to which they reflected the features of specific genres that support learners’ writing skills. Four JSS3 teachers in three schools were purposively selected to participate in the study. The study employed a qualitative research paradigm, underpinned by the interpretive theory. Through the use of an ethnographic design, the day-to-day happenings such as thoughts and engagements of both teachers and students in the English (L2) lessons were observed and recorded by means of an audio-recorder in order to build a comprehensive record of the participants’ practice in the classroom. In addition, both semi-structured and unstructured interviews were conducted with the individual teachers. The students’ written texts and other relevant documents were collected and analysed for the purpose of data triangulation. Ethical considerations such as informed consent, voluntary participation, respect and anonymity of participants were observed throughout the study. In this study, the findings show that the teaching of English (L2) writing is still a challenge to many teachers due to a variety of factors which include linguistic, pedagogical and structural factors. As a result, learners’ academic writing suffers, especially writing to learn at secondary school level. Specifically, the findings of this study indicate that the teachers made use of traditional teaching approaches in the teaching of English (L2) writing as against the approaches recommended in the curriculum. The study also reveals that most of the JSS(3) students’ level of proficiency in English writing is below the expected levels stipulated in the curriculum document, although some of them displayed good basic interpersonal communication skills (BICS), Other contributing factors to the learners’ low academic writing proficiency in English (L2) include teachers’ limited understanding and application of the Genre-Based Approach in teaching writing, inadequate language teaching and learning resources, learners’ limited exposure to English (L2) and limited writing opportunities. The study concludes that while the use of the Genre-Based Approach is not the only strategy to enhance learners’ writing skills, the teaching of writing remains crucial as it is central to language use in different knowledge domains. Students’ writing proficiency is critical for cognitive and socio-economic development as it has implications for students’ access to knowledge and academic literacy which spills over to tertiary education. In a country like Nigeria where the main language of instruction is English, there is a need to prioritise teacher development and to revisit the curriculum to determine how it meets the academic needs of learners in this century.
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Oke, Katharina Adewoyin. "The politics of the public sphere : English-language and Yoruba-language print culture in colonial Lagos, 1880s-1940s." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:ece31052-81b7-45e7-be91-0cad322334a5.
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This thesis studies print culture in colonial Lagos against the background of the public sphere, and brings together a variety of English-language and Yoruba-language newspapers. Such an approach allows for highlighting the practicalities of newspaper production and foregrounding the work accomplished by newspapermen in a changing 'information environment' and political context. It offers insights into Lagos politics, contributes to the history of the educated elite, and to more global histories of communication. Using newspapers as well as archival records, and focussing on events that strikingly reveal dynamics in the public sphere, this thesis narrates a nuanced history of a discursive field which was, amongst other things, central for Lagos politics. This thesis complicates a Habermasian notion of the public sphere as an open discursive space, and not only highlights that the public sphere was an arena of contested meanings, but also illustrates axes along which the composition of this social structure was negotiated. When newspapers emerged in the late nineteenth-century, discussions in the press were largely restricted to the elite. The economy of recognition that was at play in the public sphere was to change in the 1920s. This thesis highlights how newspapermen and contributors sought to carve out niches for themselves in the public sphere in new ways and how their becoming a speaker in this discursive field was challenged and contested. It highlights the nuanced ways in which newspapermen and contributors convened publics through their papers: how they did so around particular issues, in distinction from each other, and how they adapted the convening of publics to new political dynamics in the 1940s. This thesis gives insight into the complex relationship between English-language and Yoruba-language newspapers, and moreover illustrates how the practicalities of the newspaper business were coming to bear on dynamics in the public sphere.
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Ilori, Taiwo Abosede. "Why am I learning dis language sef? : imagined community and language ideologies of English of senior secondary school students in Nigeria." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/702186/.
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This study explores senior secondary school (SSS) students' imagined community and identities against the language ideologies of English portrayed in the discourse on education in Nigeria. There has been lots of research done in the areas of identity, imagined community and L2 teaching from different perspectives and contexts (Norton, 2000; Ilori, 2013, Sung, 2013). However, no studies have under a Critical Discourse Analysis (CDA) angle, explored how learners' identities /imagined community are constructed and what resources or mechanisms (e.g. language ideological discourses of English) play a role in the construction of their identities/imagined community. The research draws on Fairclough‘s (2001) concept of social discourse, van Dijk‘s (2006) socio-cognitive approach to CDA and Norton's (2000) notion of imagined community, and is designed around a qualitative study involving open-ended questionnaires and official documents (e.g. language policy on education). This questionnaire which facilitated the interview process of participants (students, parents, teachers and principals) was digitally recorded, transcribed, coded and analysed thematically. Findings suggest that the English language, more than any other language is implicated in the process of imagination, as the choices students make about who they are and who they want to be are direct responses to how English is perceived in the local (social, political and educational) and global context. Therefore, examining the relationship that may exist between the ideologies that associates English with the resource of education, employment or status and students‘ imagined communities/identities may demand that neutrality should no longer be accepted as a concept when talking about imagination or identity. In this way, learners would no longer be viewed as social beings with multiple identities that emerge within specific learning trajectories (Norton, 2000), but as beings with deep-rooted ambiguities that must be represented in a reasonable and justifiable way.
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Adolfsson, Katarina. "Kambili and Tambudzai: Inspirational Young Women from Africa." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19227.
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This essay explores the living conditions of the main characters Kambili in Purple Hibiscus by Chimamanda Ngozi Adichie and Tambudzai in Nervous Conditions by Tsitsi Dangarembga and their struggle to achieve personal freedom. It aims to show that colonial stereotypes are challenged through the girl´s struggles. It starts with a short exposé over post-colonial theory, here a methodological viewpoint, which is important to consider Kambili and Tambudzai from. It furthermore considers how their extensive family circumstances have impact on these two young protagonists, and finally examines how they employ formal and informal education as a tool to make changes in their lives and become inspirational young African women.
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Emarievbe, Ejovi. "An evaluation research of the English Language teacher education programme in two Colleges of Education in the Niger-Delta Region of Nigeria." Thesis, University of Sunderland, 2013. http://sure.sunderland.ac.uk/4665/.
Full textAbstract:
This research evaluates the English Language teacher education programme in two Colleges of Education, institutions that award the National Certificate in Education (NCE) which is the minimum teaching qualification in Nigeria. The research is centred on the objectives of the English Language teacher education programme at the NCE level. It seeks not only to identify the programme objectives but to also examine how the said objectives are interpreted by the lecturers through their classroom practices and the extent to which the objectives reflect the teaching needs of the student teachers in the programme. To understand and explore the topic from diverse perspectives, the case study and naturalistic inquiry are employed as the main research methods in the study. The research participants - five lecturers and six student teachers - are drawn from the two Colleges of Education involved in the study. Document examination, semi-structured interview and observation are utilised as data collection instruments in the research. An examination of relevant documents not only shows the original intent of the programme but also gives an indication of how the programme is implemented by the regulatory body (National Commission for Colleges of Education) and the management of the institutions. To identify their teaching needs, the student teachers are observed in their respective placement schools and then interviewed. The same process is used for the lecturers to examine their translations of the programme objectives in the classrooms of the two Colleges of Education involved in the study. Thematic analysis is used to analyse the data gathered. A major finding of this research is the 2-in-1 evaluation model. The model, which has practice as its focus, is proposed for the evaluation of pre-service English Language teacher education programmes in second language contexts. The 2-in-1 evaluation model is an objective based model which also analyses the needs of the programme users simultaneously with the evaluation process. The model obliterates the need for a separate needs analysis as this is done during the evaluation process itself. Practice is used as a lens which allows the model to examine how the different aspects of the programme function. The development of the 2-in-1 evaluation model is based on the methodology and research findings of this study. A number of themes are generated from the analysed data. These have revealed some equally striking findings which include “institutional autonomy”, discrepancies in the concurrent development of “learner autonomy and teacher autonomy” and “the middleman issue”. The research through its findings, therefore, makes significant contributions to theory, policy and practice.
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Compton, Marissa Deane. "The Living River: Ritual and Reconciliation in The Famished Road." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6816.
Full textAbstract:
In Ben Okri's The Famished Road, rituals such as baptism are easily lost in the dense symbolism. The novel is, in the words of Douglas McCabe, a "ramshackle and untidy affair, a hodge-podge of social ideologies, narrative forms, effusive enthusiasms, and precision-jeweled prose poems" (McCabe 17). This complex untidiness can be discouraging for readers and critics alike, and yet "there is something contagious about the digressive, meandering aesthetic of The Famished Road" that makes the novel difficult to consign to confusion (Omhovere 59). Commonly considered post-colonial, post-modern, and magical-realist, The Famished Road deals with, among other things, spiritualism, family relations, and political and sociological tensions in Nigeria in the decades before its publication in 1991. These themes are depicted with a rush of symbols, and in such a clamor, baptism and other rituals may have trouble making themselves heard. And yet, paying attention to the repeated performance of baptism transforms this audacious, ramshackle novel into a story of liminality, alienation, and reconciliation, a story which celebrates these things as inevitable and necessary parts of life. As readers, we can use baptism to decode The Famished Road. In doing so, the novel develops a cyclical, ongoing narrative focused on the difficulties of and increased agency in liminality and the necessity of ritual, on an individual, familial, and socio-cultural level, in navigating that in-betweeness. I will begin by exploring baptism in The Famished Road in order to understand the performance and power of ritual. Here, ritual acts as a doorway, giving characters a chance to navigate liminality without removing themselves from it. This navigation gives them an increased understanding of how the world works and how they may operate in it. After exploring baptism as a ritual, I will examine Okri's "universal abikuism" and its connection to the flexibility of liminality.
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Azuah, Unoma Nguemo. "Sky High Flames." VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd_retro/123.
Full textAbstract:
Sky-high Flames is about Ofunne Ofili, an intelligent and ambitious young woman in a Nigerian oppressive patriarchal society who, nevertheless, dreams of becoming a teacher. Once in school, her high spiritedness leads her to constant trouble. After her mother falls ill, Ofunne's father demands that she withdraw from school. But she completes her education with the help of Reverend Sister Dolan, who was her school principal, and who was drawn to Ofunne's personality. After graduation, Ofunne's father insists that she marry a man she barely knows. She consents only because the man is both Catholic and educated. After three years of marriage, her in-laws threaten her with divorce because she has not yet produced a child. While suffering from the guilt of childlessness, Ofunne discovers that her husband has infected her with syphilis. Sky High Flames is about how our hopes and dreams can turn out to become the very tools that destroy us.
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Lundell, Åse. ""Jess-who-wasn't-Jess" : Double Consciousness and Identity Construction in Helen Oyeyemi's The Icarus Girl." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6242.
Full textAbstract:
Abstract During the last decade many female writers of British decent have focused on identity construction and coming of age. These writers have been especially interested in exploring how people living in the diaspora are trying to cope with their ambivalent feelings towards their mixed cultural heritage. Helen Oyeyemi's The Icarus Girl is one of these novels. The novel depicts a young girl's struggle with the dualism within her, being both British and Nigerian, that threatens to dissolve her self-identity. This essay will explore how The Icarus Girl deals with the theme “double consciousness” (imposed binaries) and how the narrative's structure and stylistic devices enable the story to be read (interpreted) from two different perspectives, thus the narrative's structure offers an ambiguous double reading that corresponds to Jessamy's unresolved doubleness. The first reading suggests that the traumatic experience of “double consciousness“ is left in a status quo, or even being fatal, which in the essay is called the Western reading. The second reading suggests a recovery, i.e. that the young protagonist comes to terms with her mixed cultural heritage, the so-called West-African reading. In pursuing this aim I discuss how “double consciousness” in this novel is a traumatic state of mind transferred from mother to daughter, but also how stylistic devices, belonging to the genre of the fantastic, are used to emphasize the theme and make possible the two different readings.
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Frąckiewicz, Olga. "The image of African language structures in Nigerian Pidgin English." Doctoral thesis, 2019. https://depotuw.ceon.pl/handle/item/3603.
Full text
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Oluwasuji, Olutoba Gboyega. "Re-imagining Ogun in selected Nigerian plays: a decolonial reading." Thesis, 2018. http://hdl.handle.net/10500/25490.
Full textAbstract:
Text in EnglishThrough an in-depth analysis of selected texts, this study engages with the ways in which Ogun is reimagined by recent selected Nigerian playwrights. Early writers from this country, influenced by their modernist education, misrepresented Ogun by presenting only his so-called negative attributes. Contemporary writers are reconceptualising him; it is the task of this thesis to demonstrate how they are doing so from a decolonial perspective. These alleged attributes represent Ogun as a wicked, bloodthirsty, arrogant and hot tempered god who only kills and makes no positive contribution to the Yoruba community. The thesis argues that the notion of an African god should be viewed from an Afrocentric perspective, not a Eurocentric one, which might lead to violence or misrepresentation of him. The dialogue in the plays conveys how the playwrights have constructed their main characters as Ogun representatives in their society. For example, Mojagbe and Morontonu present Balogun, the chief warlord of their different community; both characters exhibit Ogun features of defending their community. The chosen plays for this study are selected based on different notions of Ogun, the Yoruba god of iron and war, presented by the playwrights. A closer look at the primary materials this thesis explores suggests Ogun’s strong connection with rituals and cultural festivals. These plays exemplify African ritual theatre. Being a member of the Yoruba ethnic group, I have considerable knowledge of how festivals are performed. The Ogun festival is an annual celebration among the Yoruba, where African idioms of puppetry, masquerading, music, dance, mime, invocation, evocation and several elements of drama are incorporated into the performances. The selected plays critiqued in this thesis are Mojagbe (Ahmed Yerima, 2008), Battles of Pleasure (Peter Omoko, 2009), Hard Choice (Sunnie Ododo, 2011), and Morontonu (Alex Roy-Omoni, 2012). No in-depth exploration has previously been undertaken into the kinds of textual and ideological identities that Ogun adopts, especially in the selected plays. Therefore, using a decolonial epistemic perspective, this study offers a critical examination of how the selected Nigerian playwrights between the years 2008 and 2012 have constructed Ogun, the Yoruba god of iron. Such a perspective assists in delinking interpretations from the modernised notions mentioned above, in which Ogun is sometimes a paradoxical god. Coloniality is responsible for such misinterpretation; the employed theoretical framework is used to interrogate these notions. The research project begins with a general introduction locating Ogun in Yoruba mythology, which forms the background to how the god is being constructed in Yorubaland. Also included iii in this first chapter is a discussion on a decolonial perspective, the principles of coloniality, the aims and objective of the study, and the relevant literature review. Thereafter, chapter two focuses on Battles of Pleasure and argues that the play re-imagines Ogun as a god of peace and harvest as opposed to a god of war and destruction. Chapter three discusses how Ododo’s Hard Choice reconceptualises Ogun as a god of justice, in contrast to him being interpreted as a god who engages in reckless devastation of life. Chapter four explores Ogun’s representation in Yerima’s Mojagbe as a reformer who gives human beings ample time to change from their wayward course to a course that he approves. In chapter five, Ogun’s reconception as a remover of obstacles in Roy-Omoni’s Morontonu is examined. The study concludes with a discussion on how Africans should delink themselves from a modernist Eurocentric perspective and think from an Afrocentric locus of enunciation.
English Studies
D. Litt. et Phil.(English)
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Gane, Gillian. "Breaking English: Postcolonial polyglossia in Nigerian representations of Pidgin and in the fiction of Salman Rushdie." 1999. https://scholarworks.umass.edu/dissertations/AAI9950154.
Full textAbstract:
The literatures emerging from the postcolonial world bring new dimensions of linguistic heterogeneity to English literature, opening up rich possibilities for the heteroglossia and interanimation of languages celebrated by Mikhail Bakhtin. Two case studies illustrate the “breaking” and remaking of the English language in postcolonial literatures. Pidgins, oral vernaculars born in the colonial contact zone and developed outside institutional channels, compel our interest as linguistic realizations of a subaltern hybridity and as the most markedly “broken” varieties of English. Within Nigerian literature, representations of pidgin English play a variety of transgressive roles. In two specimens of Onitsha market literature, pidgin is spoken only by clownish chiefs, but in one of these, Ogali A. Ogali's 1956 Veronica My Daughter, pidgin also functions as an anti-language providing a critical perspective on the “big grammar” of standard English. In Chinua Achebe's No Longer at Ease (1960) pidgin is often associated with the seamy underside of life, while in Wole Soyinka's The Interpreters (1965) it is the vehicle for a resistant counterknowledge. Finally, in Ken Saro-Wiwa's Sozaboy (1985), “rotten English,” a mixed language strongly colored by pidgin, escapes the confines of quotation marks to become the language of narration. The second case study is of the work of Salman Rushdie, arguably the paradigmatic postcolonial author—a writer positioned between East and West, between the English language and the polylingualism of South Asia, and renowned for his inventive linguistic experimentation. Chapter 7 explores his short story “The Courter,” a story of linguistic and personal dislocation and transformation in which a mispronounced word brings about a new reality. Chapter 8 is an extended exploration of the languages in Midnight's Children and the translational magic of Saleem Sinai's “All-India Radio.” Chapter 9 examines ways in which Rushdie unsettles borders, redefining the boundaries of words and bringing languages into new relationships by means of such devices as the translingual pun. The concluding chapter briefly explores the implications of this postcolonial breaking of English for the novel and for the language of English literature.
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McGuigan, Fiona. "Gendered geographies and the politics of place : a comparative reading of the novels of Mariama Bâ and Chimamanda Ngozi Adichie." Thesis, 2014. http://hdl.handle.net/10413/11226.
Full textAbstract:
This thesis is concerned with inscriptions of gender and space in the novels of two African women writers, Mariama Bâ and Chimamanda Ngozi Adichie, particularly Bâ’s So Long a Letter (1981) and Scarlet Song (1986) and Adichie’s Purple Hibiscus (2004) and Half of a Yellow Sun (2006). The exploration of representations of gendered identity is thus integrated with an awareness of space/place. By exploring the demarcation and enunciation of space within my chosen texts, I hope to provide new perspectives on the question of gendered identities and relations. The theorizing of gender identities and relations thus gains a new orientation from its application in relation to the theorizing of space and spatiality. As many theorists have argued, space is an important aspect to consider because it is not a neutral site: it becomes invested with meanings and encodes particular values and relations of power which can be contested and negotiated. This is particularly evident when looking at questions of gender identity, roles and relations. ‘Geographies of gender’ are established not only in the coding of spaces as ‘masculine’ and feminine’ but also in the kinds of sociality which they encourage and the power-relations they encode. If space is central to masculinist power, it is also important in the development of feminine resistance. Drawing on a range of theorists, I endeavour to pursue a gendered analysis of space/place through a reading of particular locations (the home, the street, the village) as expressive of power relations, gender identities and roles. I also consider how space/place is differently experienced and inhabited by men and women as well as how dominant constructions of space/place, which are also invested with meaning and power relations, come to be negotiated or contested.
In all four novels explored in this thesis, the home is revealed as a dominant site of inscription, a space which tends to reflect and reinforce dominant social identities and roles. In this sense, the home is often figured as a site of patriarchal and gendered oppression, a central domain in which normative definitions of gender are established and reinforced. What is also clear, however, is that way in which the home also becomes a site for the contestation and renegotiation of gender identities and roles, a place where conventional identities can be challenged and new identities explored. In this sense, the home is revealed as a major site of contestation in which the tensions between different experiences and interpretations of space based on contrasting cultural definitions of power relations, gender identities and roles are played out. If the ordering of space is an important means of securing dominant gender relations, it also provides the means for negotiation and resistance. This is reflected not only the alternative
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examples of home explored in these novels but also in liberating spaces such as the school, the beach and the university. In the destabilisation and destruction of the home, the links between self and place becomes apparent as new identities are formed and conventional roles are redefined.
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Exnerová, Nika. "Nigerijská anglicky psaná literatura v českém překladu a recepci." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-388172.
Full textAbstract:
This thesis provides an overview of Czech translations of Nigerian literature written in English and their reception since 1960s. Its main focus are novels and other prose fiction, first in the context of Nigerian history, culture and postcolonial experience, factors that influence an author's creative choices, such as the choice of themes and appropriation strategies aimed at transforming English for specifically African purposes. The thesis then moves to the issue of Czech translations of Nigerian works; it considers the nature and changes in publishing policies before and after 1989 and the effect of official state ideology, censorship and market on the choice of literary texts and composition of peritexts. The thesis contains short analyses of translation strategies regarding the exotic elements in researched texts and related appropriation strategies employed by authors. The reception research is based on studying mainly literary magazines and aims to create a diachronic map of reception events consisting of periods of heightened readership interest.
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Abioye, Funmilola Tolulope. "The rule of law in English speaking African countries : the case of Nigeria and South Africa." Thesis, 2011. http://hdl.handle.net/2263/28459.
Full textAbstract:
Over time, news about Africa has not been encouraging, whether in relation to poverty; incessant and sporadic conflicts; ineffective leadership; or in relation to the failure of the continent to develop in spite of the vast natural resources with which it is endowed. The failure of good governance in Africa epitomises the plight of the continent, and is the result of many factors including; diverse ethnic divisions across the continent, imposition of foreign systems through colonialisation, to name a few. This thesis also identifies an important factor which is the challenge to the rule of law on the continent. For the rule of law to be established in a society, the law first has to be an integral part of the society, and has to be legitimate, and internalised by the society. For laws and the law-making processes to be legitimate, there needs to be the consent and participation of the people which the law seeks to bind. This is lacking in most African countries where laws are often vestiges of the colonial era, and where the post-colonial law-making mechanisms have not induced confidence. These situations have led to a deficit in the legitimacy of the law in Africa, and the inability of such laws to structure and govern the people; because the people have more often than not been excluded from the law-making process, nor given their consent to be bound by the laws. The resultant effect of these realities is that the laws generally lack legitimacy and are adhered to only when sanctions are attached. This thesis investigates the Constitution as the foundational law in two former British colonies in Africa, namely Nigeria and South Africa and in particular, the way in which it is made; the resultant legitimacy, and the effects on the peoples’ response and interaction with the law. This is in order to draw a nexus between the lack of legitimacy of laws in Africa (as evidenced in the constitution making processes), and the challenges faced by the rule of law on the continent, using the cases of Nigeria and South Africa.Thesis (LLD)--University of Pretoria, 2011.
Public Law
unrestricted
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Engebretson, Jess. "Sovereign Fictions: Self-Determination and the Literature of the Nigeria-Biafra War." Thesis, 2021. https://doi.org/10.7916/d8-yy53-f022.
Full textAbstract:
This dissertation explores questions of African literature and international law through the lens of the Nigeria-Biafra war (1967-1970). A defining trauma of modern Nigerian history, the war produced a rich and sustained vein of writing that stretches from the late 1960s through the present day, encompassing canonical Nigerian novels as well as a number of British and diasporic texts. Drawing on both literary and legal theory, I argue that this body of work mobilizes particular literary features—including narrative, analogy, allegory, and genre—to articulate both familiar and innovative logics of sovereignty. The structure of the project is primarily conceptual and loosely chronological. The first half explores narratives of development in relation to international law’s standard of civilization, focusing on British colonial writing (Chapter 1) and postwar allegorical novels (Chapter 2). The second half attends to how narrative fiction formally registers mid-20th century developments in international law, focusing on writers' use of analogy as a mode of theorizing genocide (Chapter 3) and the role of genre fiction in imagining economic sovereignty (Chapter 4). Throughout, I show how novelists pick up and transform literary tropes first articulated in wartime journalism, propaganda, and activist pamphlets.
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Okang'a, Nancy Achieng'. "A cosmopolitan national romance: a study of In Dependence by Sarah Ladipo Manyika." Thesis, 2017. https://hdl.handle.net/10539/23823.
Full textAbstract:
A research report submitted to the Faculty of Humanities, University of the Witwatersrand,
Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts.
Johannesburg 2017This research report uses In Dependence by Sarah Ladipo Manyika to demonstrate that African romance fiction is not necessarily escapist fantasy. It does this by focusing on the exploration of gender, racism, national and cultural identity in the post-colonial era in this novel that uses the romance template. The close textual analysis that is at the core of this reading is guided by an eclectic theoretical framework made out of several notions, the most important of which are: Ngugi wa Thiong’o’s idea of fiction as a form of language; the understanding that gender and race are socially constructed and can thus be remade or unmade; cosmopolitanism, and particularly the variety known as Afropolitanism. The research report is divided into five chapters. Chapter I, the introductory chapter, plots what the research report is about, explains how the research that led to the writing of the report was carried out, and locates the report in its appropriate intellectual contexts. Chapter II engages with the formal characteristics of In Dependence. Evidence is assembled to support the argument that in In Dependence Manyika creatively enhances the popular romance in the process forging a “fiction language” that she uses to communicate significant social and political messages in a rhetorically powerful manner. Chapter III analyzes the manner in which Manyika uses an inter-racial heterosexual relationship in the novel to explore gender and racism. The key argument pursued in the chapter is that in In Dependence Manyika challenges racialized patriarchal ideologies and envisions a cosmopolitan world in which the genders interact in a humane and fair manner. Chapter IV demonstrates that the story of an interracial romantic relationship that is used to structure the novel problematizes cultural identities and their attendant prejudices such as sexism and racism, and ultimately raises cosmopolitanism as the solution to the problem of intercultural interaction. Chapter V is the Conclusion. The arguments and conclusions of the core chapters of the research report – Chapter II, Chapter III and Chapter IV – are rehashed here. Also stated in this final chapter are the reading’s general conclusions on the novel and its contribution to the romance genre in the broader context of African literature.
MT 2018
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Lunga, Majahana John Chonsi. "A critical analysis of Wole Soyinka as a dramatist, with special reference to his engagement in contemporary issues." Diss., 1994. http://hdl.handle.net/10500/17262.
Full textAbstract:
This dissertation is mainly on Wole Soyinka as a dramatist. It aims to show that
Soyinka, far from being an irrelevant artist as some of his fiercest critics have
alleged, is a deeply committed writer whose works are characterised by a strong
sense of concern with basic human values of right and wrong, good and evil.
Furthermore, the dissertation shows that although Soyinka is not an admirer of
Marxist aesthetics, he is certainly not in the art-for-art's-sake camp either,
I
because he is fully aware of the utilitarian value of literature. Soyinka's works are
much influenced by his social and historical background, and the dissertation shows
that Soyinka's socio-political awareness pervades all these works, although it will
be seen that in the later plays there is a sharpened political awareness. Although
largely concerned with his own country's issues, Soyinka also emerges as a keen
observer of humanity universallyEnglish Studies
M.A. (English)
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Ilori, Taiwo A. "Why am I learning dis language sef? Imagined community and language ideologies of English of senior secondary school students in Nigeria." Thesis, 2016. https://arro.anglia.ac.uk/id/eprint/702186/1/Ilori_2016.pdf.
Full textAbstract:
This study explores senior secondary school (SSS) students' imagined community and identities against the language ideologies of English portrayed in the discourse on education in Nigeria. There has been lots of research done in the areas of identity, imagined community and L2 teaching from different perspectives and contexts (Norton, 2000; Ilori, 2013, Sung, 2013). However, no studies have under a Critical Discourse Analysis (CDA) angle, explored how learners' identities /imagined community are constructed and what resources or mechanisms (e.g. language ideological discourses of English) play a role in the construction of their identities/imagined community.
The research draws on Fairclough‘s (2001) concept of social discourse, van Dijk‘s (2006) socio-cognitive approach to CDA and Norton's (2000) notion of imagined community, and is designed around a qualitative study involving open-ended questionnaires and official documents (e.g. language policy on education). This questionnaire which facilitated the interview process of participants (students, parents, teachers and principals) was digitally recorded, transcribed, coded and analysed thematically.
Findings suggest that the English language, more than any other language is implicated in the process of imagination, as the choices students make about who they are and who they want to be are direct responses to how English is perceived in the local (social, political and educational) and global context. Therefore, examining the relationship that may exist between the ideologies that associates English with the resource of education, employment or status and students‘ imagined communities/identities may demand that neutrality should no longer be accepted as a concept when talking about imagination or identity. In this way, learners would no longer be viewed as social beings with multiple identities that emerge within specific learning trajectories (Norton, 2000), but as beings with deep-rooted ambiguities that must be represented in a reasonable and justifiable way.