This document discusses code switching in mathematics classrooms in Ile-Ife, Nigeria. It finds that teachers in the studied primary schools used code switching between English and Yoruba as an approach to help pupils acquire literacy and understand mathematical concepts. Code switching allowed pupils to use both of their languages naturally during classroom activities. The study concluded that code switching does not negatively impact learning, but is rather a useful classroom interaction strategy and effective way to convey knowledge to students in multilingual settings.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
The challenges of language teaching and learning in our schools today constitute the foremost issues in language Education. The tremendous role that language, especially English language plays in the development of every individual and the nation educationally cannot be relegated to the background. Language Education is very important in the educational system of the Nigerian nation due to the multilingual nature of the society. English language is the medium of instruction across all educational levels and hence the bedrock of the teaching and learning process in our schools. The English language teacher therefore, is faced with the task of achieving this laudable educational objective. The paper set out to x-ray and take cursory look at the National language policy on primary education, the prevailing situation on implementation process of the policy. It examines the challenges and the way forward emanating from the National language policy on primary Education.
An Investigation Into The Prevalence of Code Switching in the Teaching of Nat...IJRESJOURNAL
ABSTRACT: This study examines the functions of code-switching in primary schools by science teachers. In Namibia,English is the official language of instruction for science at primary school. At lower primary, Silozi is the language of instruction. Classroom interaction data was obtained from two science lessons. Analysis of the teachers' code-switching shows that code-switching in the two lessons was vastly different, with little codeswitching in the teacher-facilitated lesson.Evident in other lessons, in which science was taught as a content subjectbut with abstract names that had no corresponding local names in Silozi, there was frequent use of codeswitching for reiteration and message qualification. The direction of the language switch from Silozi to English as well as the proportion of teachersspeaking in English suggests that the official language for teaching is English at upper primary, grade 4 to 7. The science lesson and code-switching is a necessary tool for teachers to achieve teaching goals in content-based lessons involving students who lack proficiency in the instructional language. The study was conducted in five government primary schools in Katima Mulilo, the capital of the Zambezi region in Namibia.The national language is English language, with no exception inscience, mathematics, and language subjects.All Schools are located in a Katima Mulilo-urban. The students are from mixed classes, lower, middle and upper class families with their parents typically working as unemployed single mothers, domestic workers, clerks, nurses, teachers, and accountants. Some of the students could understand English because of their parents‟ educational background or in instances where English is spoken at home.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
Language policy emphasizes on mother tongue/first language-based education system with adequate teachers and learning resource materials. The policy of language in Kenya emphasizes on the importance of first language; teachers overlook everyday reality of its usage, and tend to be irrelevant to their needs. The objective was to establish the influence of teacher preparation mother tongue/first language usage as a medium of instruction in rural ECDE centres in Nandi County, Kenya. The study adopted the Interdependence Theory. A descriptive survey research design was used. Target population was 4 Quality Assurance and Standards Officer (QASO), 200 head teachers and 400 teachers from 200 ECDE centres in the county. The sample size was 241 respondents, these were; 4 QASOs, 79 head teachers and 158 pre-school teachers. The study used purposive sampling technique to select seventy nine head teachers and four Sub County QASOs. The study used simple random sampling technique to select 158 teachers from the sampled schools. The instruments for data collection were interviews and questionnaires. Questionnaires were administered to the pre-school teachers, while Sub County Quality assurance officers and head teachers were interviewed. The instruments were piloted in Kericho County that had similar characteristics as the study area. The reliability of research instrument was tested using Cronbanch’s Alpha coefficient. Data was analyzed using Statistical Package for Social Sciences (SPSS). The findings indicated that teacher preparedness, teacher attitude, instructional materials and medium of instruction accounted for 55.7% of classroom instruction. Classroom instruction was influenced by teacher’s preparedness. Good teacher preparation enabled them to implement the language policy effectively. The teachers lacked teaching and learning materials on vernacular languages. The study recommended that the government should support in-service training for pre-school teachers on the use of mother tongue/first language as a language of instruction; provide funds for the development and acquisition of L1 resources for teaching that ensures schools comply with the language policy
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
The challenges of language teaching and learning in our schools today constitute the foremost issues in language Education. The tremendous role that language, especially English language plays in the development of every individual and the nation educationally cannot be relegated to the background. Language Education is very important in the educational system of the Nigerian nation due to the multilingual nature of the society. English language is the medium of instruction across all educational levels and hence the bedrock of the teaching and learning process in our schools. The English language teacher therefore, is faced with the task of achieving this laudable educational objective. The paper set out to x-ray and take cursory look at the National language policy on primary education, the prevailing situation on implementation process of the policy. It examines the challenges and the way forward emanating from the National language policy on primary Education.
An Investigation Into The Prevalence of Code Switching in the Teaching of Nat...IJRESJOURNAL
ABSTRACT: This study examines the functions of code-switching in primary schools by science teachers. In Namibia,English is the official language of instruction for science at primary school. At lower primary, Silozi is the language of instruction. Classroom interaction data was obtained from two science lessons. Analysis of the teachers' code-switching shows that code-switching in the two lessons was vastly different, with little codeswitching in the teacher-facilitated lesson.Evident in other lessons, in which science was taught as a content subjectbut with abstract names that had no corresponding local names in Silozi, there was frequent use of codeswitching for reiteration and message qualification. The direction of the language switch from Silozi to English as well as the proportion of teachersspeaking in English suggests that the official language for teaching is English at upper primary, grade 4 to 7. The science lesson and code-switching is a necessary tool for teachers to achieve teaching goals in content-based lessons involving students who lack proficiency in the instructional language. The study was conducted in five government primary schools in Katima Mulilo, the capital of the Zambezi region in Namibia.The national language is English language, with no exception inscience, mathematics, and language subjects.All Schools are located in a Katima Mulilo-urban. The students are from mixed classes, lower, middle and upper class families with their parents typically working as unemployed single mothers, domestic workers, clerks, nurses, teachers, and accountants. Some of the students could understand English because of their parents‟ educational background or in instances where English is spoken at home.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
Language policy emphasizes on mother tongue/first language-based education system with adequate teachers and learning resource materials. The policy of language in Kenya emphasizes on the importance of first language; teachers overlook everyday reality of its usage, and tend to be irrelevant to their needs. The objective was to establish the influence of teacher preparation mother tongue/first language usage as a medium of instruction in rural ECDE centres in Nandi County, Kenya. The study adopted the Interdependence Theory. A descriptive survey research design was used. Target population was 4 Quality Assurance and Standards Officer (QASO), 200 head teachers and 400 teachers from 200 ECDE centres in the county. The sample size was 241 respondents, these were; 4 QASOs, 79 head teachers and 158 pre-school teachers. The study used purposive sampling technique to select seventy nine head teachers and four Sub County QASOs. The study used simple random sampling technique to select 158 teachers from the sampled schools. The instruments for data collection were interviews and questionnaires. Questionnaires were administered to the pre-school teachers, while Sub County Quality assurance officers and head teachers were interviewed. The instruments were piloted in Kericho County that had similar characteristics as the study area. The reliability of research instrument was tested using Cronbanch’s Alpha coefficient. Data was analyzed using Statistical Package for Social Sciences (SPSS). The findings indicated that teacher preparedness, teacher attitude, instructional materials and medium of instruction accounted for 55.7% of classroom instruction. Classroom instruction was influenced by teacher’s preparedness. Good teacher preparation enabled them to implement the language policy effectively. The teachers lacked teaching and learning materials on vernacular languages. The study recommended that the government should support in-service training for pre-school teachers on the use of mother tongue/first language as a language of instruction; provide funds for the development and acquisition of L1 resources for teaching that ensures schools comply with the language policy
Effects of Language of the Catchment Area in Learning Kiswahiliinventy
Kiswahili one of the compulsory subjects that is nationally examined but there has been complaints about poor performance in schools. This paper is a report of a study carried out in 2012 in Kapseret Division of Uasin Gishu County. The study assessed the effects of the language of the catchment area in learning Kiswahili. The study was guided by sociocultural theory (SCT) and was descriptive in nature. Simple random sampling was used to select 15 out of 50 schools in Kapseret Division, it was also used to select 20 %(750) of standard six pupils from each of the selected schools. Purposive sampling was used to select 30 upper primary Kiswahili teachers; one class six Kiswahili teacher and a Kiswahili panel head from the selected schools. Data was collected using questionnaires, observation checklists. It was analyzed using descriptive statistical techniques such as percentages and frequencies. The investigation found out Nandi was the language of the catchment area but Kiswahili was used in communication because of different ethnic communities. Kiswahili be used in schools, parents be sensitized to have a positive attitude towards Kiswahili hence changing the learners attitude.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
THE EVALUATION OF USER ACCEPTANCE OF AN IBAN DIGITAL STORY TELLING (IDST) APP...ijma
The subject of Iban language for Year One’s students is taught with elements of children's story. However,a preliminary investigation found that the current approach in teaching this subject using a textbook and audio narration is not efficacious. Thus, an Iban Digital Story Telling (IDST) application was developed to assist teachers in teaching Iban language. The aim of this study is to examine the acceptance of DST application in terms of ease of use and usefulness among teachers who teach Iban language in several primary schools. The study used a qualitative approach based on interviews involving 10 teachers, who were recruited from several primary schools in Sarawak, Malaysia. The analysis of qualitative data showed that all teachers rated the usefulness and ease of use of the IDST application to be high, which together helped them to teach the subject matter with more efficacy. Given these promising results, such a novel learning application can be used as an alternative teaching tool to further improve the current practice of teaching Iban language to primary school children.
The influence of the basic difference between everyday meaning of English wor...iosrjce
The study sought to determine theinfluence of the basic difference between everyday meaning of
English words and their specialized uses in mathematics contexts on the mathematics performance of Hausa
speaking primary school children. Using simple random sampling technique, 60% of each of the eleven public
primary schools with a minimum of five (5) Hausa speaking pupils in its primary five and six was taken as
sample for the study. This gave seven hundred and thirty five (735) respondents made up of 432 boys and 303
girls.Comprehension tests of ambiguous English words developed by the researcher were used to collect data.
The result indicates that there is significant difference between Hausa speaking pupils’ performance in basic
every-day meaning of English words and their specialized uses in mathematics context. Hausa speaking primary
school pupils tended to interpret lexically ambiguous words found in mathematics contexts in their ordinary
sense.The statistically significant difference between dominant meaning and secondary context can be
interpreted as pupils do not distinguish the meaning of English words. Their responses indicated that they seem
prone to access the dominant sense of the common terms used even when they are used in sentences biased
towards a mathematics meaning.
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
Effects of Language of the Catchment Area in Learning Kiswahiliinventy
Kiswahili one of the compulsory subjects that is nationally examined but there has been complaints about poor performance in schools. This paper is a report of a study carried out in 2012 in Kapseret Division of Uasin Gishu County. The study assessed the effects of the language of the catchment area in learning Kiswahili. The study was guided by sociocultural theory (SCT) and was descriptive in nature. Simple random sampling was used to select 15 out of 50 schools in Kapseret Division, it was also used to select 20 %(750) of standard six pupils from each of the selected schools. Purposive sampling was used to select 30 upper primary Kiswahili teachers; one class six Kiswahili teacher and a Kiswahili panel head from the selected schools. Data was collected using questionnaires, observation checklists. It was analyzed using descriptive statistical techniques such as percentages and frequencies. The investigation found out Nandi was the language of the catchment area but Kiswahili was used in communication because of different ethnic communities. Kiswahili be used in schools, parents be sensitized to have a positive attitude towards Kiswahili hence changing the learners attitude.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
THE EVALUATION OF USER ACCEPTANCE OF AN IBAN DIGITAL STORY TELLING (IDST) APP...ijma
The subject of Iban language for Year One’s students is taught with elements of children's story. However,a preliminary investigation found that the current approach in teaching this subject using a textbook and audio narration is not efficacious. Thus, an Iban Digital Story Telling (IDST) application was developed to assist teachers in teaching Iban language. The aim of this study is to examine the acceptance of DST application in terms of ease of use and usefulness among teachers who teach Iban language in several primary schools. The study used a qualitative approach based on interviews involving 10 teachers, who were recruited from several primary schools in Sarawak, Malaysia. The analysis of qualitative data showed that all teachers rated the usefulness and ease of use of the IDST application to be high, which together helped them to teach the subject matter with more efficacy. Given these promising results, such a novel learning application can be used as an alternative teaching tool to further improve the current practice of teaching Iban language to primary school children.
The influence of the basic difference between everyday meaning of English wor...iosrjce
The study sought to determine theinfluence of the basic difference between everyday meaning of
English words and their specialized uses in mathematics contexts on the mathematics performance of Hausa
speaking primary school children. Using simple random sampling technique, 60% of each of the eleven public
primary schools with a minimum of five (5) Hausa speaking pupils in its primary five and six was taken as
sample for the study. This gave seven hundred and thirty five (735) respondents made up of 432 boys and 303
girls.Comprehension tests of ambiguous English words developed by the researcher were used to collect data.
The result indicates that there is significant difference between Hausa speaking pupils’ performance in basic
every-day meaning of English words and their specialized uses in mathematics context. Hausa speaking primary
school pupils tended to interpret lexically ambiguous words found in mathematics contexts in their ordinary
sense.The statistically significant difference between dominant meaning and secondary context can be
interpreted as pupils do not distinguish the meaning of English words. Their responses indicated that they seem
prone to access the dominant sense of the common terms used even when they are used in sentences biased
towards a mathematics meaning.
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
The Impact of L1 Interference on Second Language Learning A Case Study of Fan...ijtsrd
This study explores the complex dynamics of first language interference in second language learning, with an emphasis on how it affects Ghanaian Fante students learning English. To address this, the study adopted a thematic analysis through semi structured questions that involved 20 junior high school students in the central region of Ghana. Utilising a word association task, the studys results revealed significant contributing factors such as confidence, lexical knowledge, and translation L1 interference , which substantially strengthened our understanding of its influence on second language learning among Fante speakers. This study significantly advances the subject by offering complex insights into the challenges and implications associated with L1 interference in language learning among Fante students in Ghana. These findings provide educators, stakeholders, management, governments, policymakers, and researchers with fresh insights into second language acquisition in Ghana and the struggles of Fante students in learning the second language, English. Zhang Beizhen | Dowuona Petrina Naa Narkie "The Impact of L1 Interference on Second Language Learning: A Case Study of Fante Second Language Learners of English" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd62385.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/62385/the-impact-of-l1-interference-on-second-language-learning-a-case-study-of-fante-second-language-learners-of-english/zhang-beizhen
FACTOR AFFECTING THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN PRIMARY SCH...ResearchWap
Primary School as the first level of Nigerian education occupies the starting point and background for other levels of education. Besides, it is through it, that an individual pupil is introduced, acquainted and acquires the rudimentary knowledge, skills and attitude towards acquiring education up to the secondary school and even tertiary institutions. Primary education as referred to in the National Policy on Education (NPE), is the education given in institutions for children aged 6-1 1 plus (FRN, 2012). It is the first stage and compulsory education. Primary education is preceded by preschool or nursery education and followed by secondary education. The primary education is the first six years of the nine years of basic education using the Universal Basic Education (UBE) standard. This stage of education is often addressed as elementary education. In most countries of the world, primary education is compulsory for children to receive although it is permissible for parents to provide it.
The place of primary education is very paramount because it is the foundation of adults’ contribution to developmental processes. In other words, basic education makes a child a better adult. Primary education is to the educational system; and the nation at large, what the mind is to the body.
According to Quadri (2001) the Section 4, page 12 of the National Policy on Education (2004) described primary education as the “education given in an institution for children aged normally between 6 years to 11 years plus.” The primary education level is the key to the success or failure of the whole educational edifice because the rest of the educational system is built upon it. Primary education according to the National Policy on Education (NPE, 2004) is likened to the key which opens to success or failure of the whole educational system. Akande (2010) reiterated Njoku (2000) regarded primary education as very vita land fundamental to all types of education any person can receive in life.
Effects of Language of the Catchment Area in Learning Kiswahiliresearchinventy
Kiswahili one of the compulsory subjects that is nationally examined but there has been complaints about poor performance in schools. This paper is a report of a study carried out in 2012 in Kapseret Division of Uasin Gishu County. The study assessed the effects of the language of the catchment area in learning Kiswahili. The study was guided by sociocultural theory (SCT) and was descriptive in nature. Simple random sampling was used to select 15 out of 50 schools in Kapseret Division, it was also used to select 20 %(750) of standard six pupils from each of the selected schools. Purposive sampling was used to select 30 upper primary Kiswahili teachers; one class six Kiswahili teacher and a Kiswahili panel head from the selected schools. Data was collected using questionnaires, observation checklists. It was analyzed using descriptive statistical techniques such as percentages and frequencies. The investigation found out Nandi was the language of the catchment area but Kiswahili was used in communication because of different ethnic communities. Kiswahili be used in schools, parents be sensitized to have a positive attitude towards Kiswahili hence changing the learners attitude.
This study aimed to explore the communication challenges between hearing impaired students
and EFL teachers in Inclusive English Language classrooms. To achieve its objectives, the study used Biftu
Nekemte Senior Secondary School as research site and employed qualitative methods
The Relationship between Socio-Economic and Socio-Cultural Structures of High...inventionjournals
The purpose of this study is to put forth attitudes of students to English class within the scope of socio-cultural structure. Scanning method was used in the study.5 point likert scale was used as a data collection tool. Questionnaire scale was composed of two parts. In the first part, demographical question items providing general information about students were included and in the second part, 5-point attitude items aiming at determining students' attitudes to English class were included. The questionnaire was prepared by scanning the relevant literature and scope and face validity of the questionnaire was tried to be fulfilled through opinions and suggestions provided by English teachers and expert Pedagogues. The items ranked in the questionnaire as "Strongly Disagree", "Disagree", "Neither Agree nor Disagree", "Agree", "Strongly Agree" were scored with 1, 2, 3, 4, 5. High schools at the center of Siirt were chosen as population of the research. While determining the sample, easily accessible and random sampling methods were utilized. In this regard, students in Anatolian High School (Public High School), High School of Social Sciences, Vocational High School, High School of Athletics and High School of Fine Arts which are located in different socioeconomical environments in Siirt was chosen. After removing questionnaires responded by students in an uninterested and wrong way, resting 849 questionnaires were analyzed for data. In analyzing, SPSS 21 Package program was utilized and kruskall wallis analysis was used for descriptive statistics, frequency, crosstabs, independent groups t test, one-way variance and non-parametric tests. Cronbach alpha reliability coefficient of the questionnaire was found 0.96. As a result, it was determined that students had a view of "undecided" for 38 items regarding attitudes to English class and although not being a very high average, "Agree" for 16 items in the questionnaire. It was determined there was a significant difference in favor of males between attitudes of students in High schools as to English classes in line with the independent variable 'gender'; on the other hand, there was not any significant difference between their attitudes in terms of independent variables 'Number of Family Members', 'Self-Expression' and 'Field of Teacher'
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...Anbukkarasi Kannan
The main objective of this study was to determine the effectiveness of using English songs to improve vocabulary knowledge among 30 form three students of a government secondary school in Semenyih, Selangor. A vocabulary test (pre-test), an oral survey on attitudes towards learning vocabulary and observation were conducted before the intervention. the intervention – “Let’s learn new words” was carried out with English songs for three times over a three-week course. After the intervention, a post-test, an oral survey on attitudes towards learning vocabulary and observation were conducted. Results at the end of the study revealed that the experimental group experienced an increase in the vocabulary knowledge. Meanwhile, the qualitative results revealed that most of the students have positive attitude towards learning vocabulary after the intervention. All in all, the findings showed that song-based activities are useful tools to reinforce learning of vocabulary by providing an enjoyable classroom atmosphere. Hence, it is highly recommended that English Language teachers use English songs to teach vocabulary in schools.
The Bridging Process: Filipino Teachers’ View on Mother TongueRSIS International
This paper recognized that teachers play the main
element in the success of the new language policy, the Mother
Tongue-Based Multilingual Education (MTB-MLE) in the
Philippines. Their views as implementer on this approach are
essential in the attainment of the MTB-MLE objectives. In this
descriptive paper, the authors report a comprehensive account of
the 35 teachers’ perception on the efficiency and effectiveness of
MTB approach in teaching at Malvar Central School, Batangas,
Philippines for the school year 2016-2017. Using adopted
questionnaire, needed data were gathered and statistically
treated. The study found out that the respondents moderately
perceived mother tongue- based approach as effective and
efficient in achieving learning goals. The implications of these
findings are discussed within the theoretical and practical issues
surrounding the use of mother tongue-based in the Philippines
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
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Code switching and its implications for teaching mathematics in primary schools in ile ife, nigeria
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 10, 2011
Code Switching and Its Implications for Teaching Mathematics
in Primary Schools in Ile-Ife, Nigeria
Olusegun Jegede
Department of English, Obafemi Awolowo University, Ile-Ife, Nigeria.
P.O. Box 44, Enuwa Post Office, Ile-Ife, Osun State, Nigeria
jegedeolusegun@yahoo.com
Abstract
The study investigated code-switching and its implications for teaching Mathematics in selected primary
schools in Ile-Ife. The data for the study were obtained from five mathematics teachers and fifty pupils from
five purposively selected primary schools through ethnographic observation and structured interviews. Data
collected were analysed using Myers-Scotton’s Matrix Language Framework model, as well as descriptive
and inferential statistics. The results showed that teachers in the schools used code switching as an approach
to the acquisition of literacy in that it allowed each pupil to use each of his/her languages in a natural,
meaningful way as the various classroom activities were being implemented. The study concluded that the
use of code switching in multilingual mathematics classrooms does not result in a deficiency in learning, but
is a useful strategy in classroom interaction and efficient way of transferring knowledge to students.
Keywords: Code Switching, Mathematics, Mother Tongue, Language, Medium of Instruction, Classroom
Interaction
1. Introduction
Education serves the purpose of equipping an individual with what is necessary to be a productive member
of the society. According to Cloud, Genesee and Hamayan (2000), the central tenet of education typically
includes the imparting of knowledge. The fact that education entails the impartation of knowledge and
skills as well as awakening and developing the intellectual potentials of the learner underscores the point
that the role of language use in instruction is important. According to Kyeyune (2003:173), the
effectiveness or otherwise of the teaching-learning process at whatever level depends on whether or not
effective communication has taken place between the teacher and the learner.
The medium of instruction or the language in which education is conducted has far reaching consequences in
all educational systems. According to Cummins (2000:510), the language in which education is conducted is
the language in which basic skills and knowledge are imparted into the population and the language in which
the production and reproduction of knowledge is done. It is observed that the language in which education is
conducted is very important as the selected language may enhance or impede the quality of education
(Salami, 2008:2). Therefore, language is an important issue, especially in multilingual classrooms where we
have children from different linguistic and socio-cultural backgrounds.
The language of instruction can also be a problem, especially when the content or concepts being taught are
not in the learners’ home language. Learning certain subjects, such as Mathematics, in English may be a
problem for pupils whose home language is not English. Learning such subjects in the pupils’ home language
or supplementing English with the pupils’ home language (code switching) can lead to a better understanding
of the contents being taught.
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In this study, we investigated code switching and its implications for teaching mathematics in primary
schools in Ile-Ife Nigeria. In particular, we will focus on the use of two languages (English and Yoruba) in
mathematics classrooms in Ile-Ife.
1.1 Language-in-Education Policy in Nigeria
Earlier, in 1976, the cultural charter for Africa, articulated by the Organisation for African Unity (OAU) in
Article 6(2) stated that member states should promote teaching in national languages in order to accelerate
their economic, political and cultural development (Afolayan, 1999). Musau (2003:156) observes that the
implementation of these charters and declarations has, however, been problematic. According to him, in
Africa only, the languages of the former colonial masters seem to be favoured, while the indigenous
languages seem to be losing out. Adegbite (2003:186) notes that the dominance of the language of the former
colonial masters matches the status of English in Nigeria. Apart from the generally positive attitudes that
Nigerians have towards English, they tend to have a negative attitude towards their indigenous languages
(Adegbija, 1994:47; Babajide, 2001:3 & Afolayan, 1999:83). In order to free its citizens from the yoke of
an imperial language, English, the Nigerian Government at various times proposed various forms of language
policies to encourage and stimulate the growth and development of its over 400 indigenous languages.
According to Ajayi and Oyetayo (2002: 61), all these policies are geared toward strengthening the indigenous
languages and particularly the three majority languages recognized by the Nigerian constitution, namely
Igbo, Hausa and Yoruba.
The principles on which the educational language policy is based are equal opportunity of access to the
language of education, thorough grounding in the child's own language, thorough mastery of English, and
bilingualism in two Nigerian languages (Ajayi and Oyetayo, 2002:62). However, the role of language in
education is usually taken for granted by linguists (Bamgbose, 1994:2). Since acquisition of knowledge is
most effectively carried out through the mediation of language, it comes naturally to linguists to assume that
any educational policy must devote a substantial part to language.
The little attention given to language in the National Policy on Education (NPE, 2004) is as a result of the
nature of the Report of the 1969 curriculum conference from which the NPE emerged. According to
Bamgbose (1994:2), the main pre occupations of the Report are with purpose, objectives, goals, structures,
teacher training, ownership, funding etc. He notes that only one paper in chapter one has a section on the
‘Language of Instruction’ arising from which there is a recommendation that the Nigerian primary school
child should be well-grounded in his mother tongue as well as learning English and/or any of the regional
languages as second and/or third language. Against this background, the few language provisions in the
NPE could be seen as major advances on the Report of the 1969 curriculum conference.
The NPE is one of the various forms of language policies proposed by the Nigerian Government to encourage
and stimulate the growth and development of the over 400 indigenous languages in it. The NPE stipulates a
mother tongue or the language of the immediate community as a medium of instruction both at pre-primary
and primary levels of education, except that at a later stage in the primary school, English will become a
medium of instruction. In other words, as Salami (2008:3) and Omoniyi (2003:135) have noted, the mother
tongue or the local indigenous language is expected to be used for content area instruction in all subjects,
except English, from pre-primary and primary 1 to 3, and later English takes over from primary 4 to 6 while
the mother tongue is taught as a subject.
This policy envisages a transitional bilingual education model. According to Salami (2008:4 citing Putz,
2004:76), the model allows children, temporarily, to use their home languages, and they are taught through
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that medium until they are considered proficient enough in the official language (English) as their new
teaching medium. In transitional bilingual education programme, teachers are bilingual. They are able to
switch from the learners’ mother tongue to English according to the learners’ needs. It is observed that a
child who acquires basic literacy or numeracy concepts in one language can transfer these concepts and
knowledge easily to second or third or other later-acquired languages (Fafunwa, 1998:98; Salami, 2008:3).
Salami (2008), in his study of mother tongue education and bilingual classroom practice in Nigeria, observes
that rather than implementing the transitional bilingual education policy envisaged by the NPE,
practitioners in the field have resorted to evolving a varied ‘policy’ of bilingual instruction. According to
him, English is used as early as the first year of the child’s primary school education while the mother tongue
continues to be used throughout the fourth year when the transition to English should have commenced. The
reason for this is that using English in multilingual context often leads to unsatisfactory quality of educational
performance (Kyeyune, 2003:174). For instance, studies (such as Setati, 2002, 2005; Adler, 1998, 2001;
Plüddemann, et al, 1999) on Mathematics learning in multilingual classrooms have shown that pupils
perform poorly in mathematics due to the specialised concepts such as divisor, denominator, standard
deviation, quotient, radius, circumference, etc, which cannot be well explained in English.
If the use of English as a medium of instruction creates a learning problem in multilingual mathematics
classrooms, then it is necessary to find solutions which are workable in the classrooms. Salami (2008), Setati,
M. (1998), Setati and Adler (2001), Ncedo, Peires & Morar (2002) and Moschkovich, (2004) have advocated
the use of the learners’ first language to supplement English. These studies have presented the learners' main
languages as valuable resources for learning mathematics. This study supports these earlier studies and also
tries to show code switching as a valuable communicative resource in mathematics classroom.
1.2 Statement of Research Problem
The education community has paid little attention to the simultaneous development of the two languages in
bilingual children. In particular, bilingual children's mixing of languages in the process of language
acquisition has been viewed unfavourably by the mainstream society, and it has been "the least systematically
studied" (Tabors & Snow, 2001: 166). As a result, there is a great need to examine bilingual children's code
switching behaviours in an educational setting so that a more comprehensive understanding of this
phenomenon can be reached and be used to inform the instructional practices of the teachers of bilingual
children in Nigerian schools.
In multilingual mathematics classrooms in South Africa, studies such as Ncedo, Peires & Morar (2002),
Setati, Adler, Reed & Bapoo (2002), and Howie, (2003) have shown that code switching is a valuable
communicative strategy for learning mathematics contents. However, in Nigeria, the use of code switching in
multilingual mathematics classrooms has not been well-examined. Therefore, the present study focuses on
the use of code switching and its implications for teaching mathematics in primary schools in Ile-Ife Nigeria
in order to show its implication in teaching and learning mathematics in Nigerian primary schools.
2. Methodology
2.1 Research Design
This study focused on the use of code switching and its implications for teaching mathematics in primary
schools in Ile-Ife Nigeria. Questionnaires were designed to elicit responses from respondents. We also
attended lessons and took notes of classroom interactions between the teachers and the pupils. This design
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Vol 2, No 10, 2011
enabled us to be able to identify the languages used in mathematics classrooms; we were also able to analyse
the features of these languages and discuss their implications on the teaching and learning of mathematics.
2.2 Research Population and Sampling Technique
The research population included five public primary schools in Ile-Ife, five mathematics teachers (one from
each school) and fifty pupils, ten from each school. These teachers and pupils were chosen from primary four.
We chose primary four because it is at this level that the teachers are expected to transit from the use of the
mother tongue to English. Five schools of the thirty-eight public primary schools in Ife Central Local
Government are chosen. These five schools are used to represent the three major languages in Nigeria. Two
schools, Anglican Central School, Sabo and St. Peters Primary School, Sabo, were taken from the area where
we have people of Yoruba extraction; another two schools, A.U.I. Primary School, Sabo and Methodist
Primary School, Sabo, were taken from the area where we have people from Hausa extraction, while one
school, St. Bernard’s Primary School, Lagere, was taken from the area where we have people from Igbo
extraction.
However, the schools have a good number of pupils and teachers who are predominantly Yoruba speakers, as
well as Hausa and Igbo children who are also able to speak and interact in Yoruba in and outside the
classroom.
2.3 Data Collection
Data for this study were gathered through both structured and unstructured interviews and participant
observation. The interviews contained questions regarding language use in multilingual mathematics
classrooms. A teacher of mathematics and ten pupils, five boys and five girls, were interviewed from each
school. The teacher’s interview contained questions on (1) what language(s) they usually use during
mathematics lessons and why they use it/them, (2) whether they code switch or not, (3) why they code switch
if they do, and (4) what they think are the implications of using code switching as a communicative strategy
in mathematics classrooms. The pupils’ interview contained questions regarding their preference for or
against code switching and the reasons for their preferences.
2.4 Data Authentication
To ensure that the respondents give authentic responses, we sat in in mathematics lessons in the schools.
During each lesson, we observed and took note of classroom practices regarding language use. After each
lesson and interview with the respondents, we compared and contrasted their responses with what actually
took place in the classroom. This is a way of making the study feasible, viable and authentic.
2.5 Procedure for Data Analysis
The language(s) used in the mathematics classrooms visited were identified. The features of the languages
were analysed and their implications on the teaching and learning of mathematics were discussed. The
implications of code switching as a communicative device in English as Second Language classrooms were
also discussed. The analysis of the data was carried out using the matrix language framework model proposed
by Myers-Scotton (2001).
2.6 Theoretical Framework
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2.6.1 Matrix Language Framework Model (MLF Model)
While some studies (for example, Brice 2000) analyse the linguistic features of code switching in the
classroom, Myers-Scotton (2001) proposes the matrix language framework model (MLF model) which lays
emphasis on identifying the matrix language and the embedded language in a sentence. The model benefited
from the insights of earlier researchers who recognised the unequal participation of languages in code
switching (Myers-Scotton 2006: 234).
The model holds that in a code switched sentence, one language acts as a domain or matrix language (ML)
and the other as a subordinate or embedded language. According Myers-Scotton (2001: 23), the matrix
language plays the main role in setting the sentence frame where the code switching arises and the embedded
language is considered as having been inserted in a matrix language frame to achieve a purpose. Ferguson
(2003: 39) observes that the introduction of the embedded language is necessary because it helps pupils to
understand the subject matter; it helps teachers to motivate, discipline and praise pupils; it facilitates
interpersonal relation between the teacher and the pupils.
The theory is applicable to identify the matrix or dominant language and the embedded or subordinate
language used in a multilingual mathematics classroom, where code switching is used and to determine the
implications of both languages on Mathematics learning.
3. Data Analysis
3.1 Teachers’ Choices of Language
Table 1 shows languages mostly used in the classroom from the schools and lessons sampled in Ile-Ife.
Question 1a was asked to find out, from teachers, what language they tended to use most for instructing
pupils during mathematics lessons.
The data show that all the five teachers responded to the question. Two teachers (40%) claimed to use
English; two teachers (40%) claimed to use English and Yoruba, while one teacher (20%) claimed to use
Yoruba and Hausa. Our observation and record from sitting in at the lessons show that the claims of the first
two teachers are true because the teachers taught the greater part of the lesson in English. The two teachers
are from Ansarul Islam Primary School, Sabo and St Bernard Primary School, Lagere. The claims of the
two teachers that they taught mostly in the mother tongue and English are also right. The teachers actually
taught the lessons in English and interpreted each sentence in Yoruba. The teachers are from Anglican
Central School, Sabo and St. Peters Anglican Primary School ‘A’, Sabo. The only teacher that claimed to
use Yoruba and Hausa as the main medium of instruction was from Methodist Primary School, Sabo. The
teacher, being a Yoruba man, had to learn Hausa to be able to teach the pupils, because most of them were
Hausas.
3.2 Reasons for the Teachers’ Choice
From table 1, we observed that two teachers indicated that they tended to use English most as the medium of
instruction in mathematics classrooms. The teachers are from Ansarul Islam Primary School, Sabo and St.
Bernard Primary School, Lagere.
Question 1b was asked to find out the reasons for the teachers’ preferences in question 1a.
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The teacher from Ansarul Islam Primary School, Sabo responded that:
English Language is an official language in Nigeria and it enables pupils to do
external exams. We also use English because we are not expected to use Yoruba
language to teach in upper classes.
The teacher observed that the status of English in Nigeria should not be underrated by using the language of
the immediate environment solely as the medium of instruction in education at the expense of English, which
is Nigeria’s official language. She also observed that external examinations are in English, as a result, pupils
should be taught in the medium of English for the greater part of their lessons. She noted this would allow the
pupils to be able to read and write in English during the exams.
The teacher from St. Bernard Primary School, Lagere responded that:
English is the medium the school authorities and local inspectors said we should be
using and that is why it is the main language.
The teacher observed that the school authorities and the local inspectors of education (LIE) said the medium
of instruction from primary four upward should be English. During the lesson, the teacher tried to teach in the
medium of English alone. The teacher was trying to conform to the instructions of the LIE. However, the
pupils had a hard time coping in the medium of English. The teacher had to switch back and forth between
English and Yoruba for the pupils to really understand what she was teaching them.
Table 1 also shows that two teachers indicated that they tended to use both English and Yoruba most in the
classroom. The schools involved are St. Peters Anglican Primary School ‘A’, Sabo and Anglican Central
Primary School, Sabo.
The teacher from St. Peters Anglican Primary School ‘A’, Sabo responded that:
It would let them (the pupils) understand the teaching.
The teacher believed that the use of Yoruba together with English would aid the pupils understanding of the
topic taught. Our observation and record show that the pupils actually enjoyed the lesson more in their mother
tongue (Yoruba) than in their second language (English). Their responses also show that they had some
measure of understanding of the topic.
The teacher from Anglican Central Primary School, Sabo responded that
If we use only English, they will not cooperate.
The teacher observed that the pupils show more cooperation when she used their mother tongue (Yoruba)
than when she taught in English. Our observation and record also confirmed this. The pupils paid more
attention to the teacher each time the teacher switched from English to Yoruba. This showed that they were
ready to cooperate with the teacher, provided she taught them in Yoruba.
We will also observe from table 1 that only a teacher (from Methodist Primary School, Sabo) indicated that
he used Yoruba and Hausa most. He responded that:
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The pupils show low interest in the English Language.
Our observation from sitting in at the mathematics lesson in this school showed that the pupils did not
understand English at all. The way they watched the teacher teach them in English showed that they did not
even have interest in the English-medium. They were all from Hausa extraction and only speak Hausa at
home, and Yoruba, only when they are interacting with pupils from Yoruba extraction. Their major language
is Hausa while their second language is Yoruba. As a result of this, the teacher used Yoruba and Hausa as
media of instruction.
3.3 Other Languages Teachers used in Mathematics Classrooms in Ile-Ife
Table 2 shows the other languages used in the schools sampled.
Question 2a was asked to find out the other languages used by the teachers during mathematics lessons.
The data collected show that all the five teachers responded to the question. The table above shows that
Yoruba is the other language mostly used in the schools surveyed. Four teachers (80%) claimed that they
used Yoruba while one teacher (20%) claimed that he used English. Our observation shows that the four
teachers used Yoruba as a supplement because majority of the pupils in their classrooms were of Yoruba
extraction. The only teacher that indicated that he used English as an additional language had pupils from
Hausa extraction. As noted earlier, the pupils did not understand English and solely relied on Hausa their
mother tongue. The teacher, thus, taught in Hausa and Yoruba in order to make the pupils learn, and
occasionally switched to English when the content could not be interpreted in both Yoruba and Hausa.
3.4 Reasons for the Teachers’ Choices in Question 2a
Question 2b was asked to find out the reasons for the preferences of the teachers in question 2a. The teacher
from Anglican Central Primary School, Ilare, Ile-Ife said that she used Yoruba because “it makes the lesson
more effective. The Pupils will be able to contribute more to the lesson”. According to her, the use of
Yoruba makes her teaching effective, such that the pupils will be made to learn in the language they are
familiar with. As a result, they will be able to give their feedback in the language they understand fluently.
Through this, the teacher is able to really determine which pupil is doing well and which of them is not doing
well.
The teacher from Ansarul Islam Primary School, Sabo, Ile-Ife said that she used Yoruba “to enable them
understand very well. It facilitates the teaching of mathematics.” From the response of this teacher, we
could observe that the teacher used Yoruba to help the pupils understand what she taught them in English.
The teacher believed that a subject such as mathematics needed to be taught in a language that the pupils were
familiar with.
The teacher from St Bernard Primary School, Lagere, Ile-Ife said that she used Yoruba because “the best way
to teach the pupils effectively is to interpret what you teach them in Yoruba, their mother tongue”. This
teacher believed that the best way to teach pupils mathematics is by using their mother tongue as the medium
of instruction. This is also the idea of the two teachers discussed earlier.
Similarly, the teacher from St Peters Anglican Primary School ‘A’, Sabo, Ile-Ife said that she used Yoruba
“to arouse their interest because it is their mother tongue.” This teacher believed that the best way to attract
the pupils’ attention in the classroom is by using their mother tongue. This makes the pupils feel at home and
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forget the tension and anxiety they usually have in their English classroom. It is worthy of note that speaking
English in answering questions in English could be a dilemma for a pupil. However, answering questions or
giving comments in Yoruba makes things easier for the pupils, and even, the teachers.
The teacher from Methodist Primary School, Sabo, Ile-Ife is the only teacher who indicated that he used
English as an additional language. The reason he gave was that “English is an official language. So, must
force them to learn it.” Our observation during the lesson was that English was used only when some
concepts could not be taught in Yoruba and Hausa.
3.5 Pupils’ Language Choices
Table 3 shows pupils’ language preferences in the schools sampled in Ile-Ife.
The table above shows that all the pupils preferred being taught mathematics in their mother tongues to
English in order to learn effectively. From the responses of the pupils, we observe that a higher percentage of
the pupils, 40 (90.9%) of the 44 pupils interviewed said they preferred Yoruba, while 4 (9.1%) of the 44
pupils said they preferred Hausa. No pupil indicated any interest in the medium of English and code
switching. Just like the teachers’ claim that the pupils learnt better in their mother tongues, the pupils, in turn,
believed that being taught in their mother tongue had great gain. Their preferences could also be linked to
their teachers’ use of CS in the schools and their inability to speak and understand English well. Their
socio-cultural background is another factor.
3.6 Code Switching in Mathematics Classroom
Table 4 shows the evidence of CS in the schools surveyed.
Question 4a was asked to find out if teachers code switch during their lessons. The data show that all the five
teachers responded to the question and they all said they do code switch while giving their lessons. Our
observation and record also show that CS was used throughout the lessons and by both the teachers and the
pupils. In other words, Yoruba-English CS and Yoruba-Hausa CS are practised in public primary schools in
Ile-Ife.
3.7 Reasons for Code Switching
Question 4b was asked to find out why teachers code switch in their lessons. The data collected show that the
teachers had different reasons for code switching. The following quotations are the reasons given by the
teachers. The schools are used to represent the teachers.
3.7.1 Anglican Central Primary School, Ilare, Ile-Ife
To be more effective. To be more interesting. The pupils will be able to share
their interests.
The teacher in this school claimed that she used code switching so that her lesson would be effective. In other
words, teaching a lesson in the language the pupils understood well would make the lesson effective. The
pupils would understand what the teacher was teaching them. Our observation and record show that the
pupils showed some enthusiasm and readiness to learn in their mother tongue. They were also able to answer
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some of the questions asked by the teacher. It was also observed that the lesson was interesting and the pupils
were able to share their thoughts with the teacher.
3.7.2 Ansarul Islam Primary School, Sabo, Ile-Ife
To be able to impact the knowledge thoroughly and the pupils will understand
better.
The teacher in this school claimed to use CS so that she would be able to impact the knowledge of
mathematics, or better still, the content and concepts of mathematics well on the pupils for better
understanding. This complements the findings of Salami (2008) and Cummins (2000) that a child learns
better when he is taught in his mother tongue. This is because the child is familiar with his mother tongue.
3.7.3 Methodist Primary School, Sabo, Ile-Ife
I use the languages in explaining the subject.
The teacher in this school claimed that he used two languages – Hausa and Yoruba in his lessons. Our
observation show that he used Hausa to explain the content while he used Yoruba to list and enumerate
points. For instance, the teacher listed 1, 2, 3, etc in Yoruba as Ookan, Eeji, Eeta, etc and explained them in
Hausa as Daya, Biu, Huku, etc.
3.7.4 St. Bernard Primary School, Lagere, Ile-Ife
I use the two languages where the pupils cannot understand the lesson.
The teacher in this school claimed that she alternated between English and Yoruba when the pupils did not
understand the content in English. However, our observation and record show that the teacher used CS
throughout the lesson. Our observation also reveals that the main reason why the teacher employed CS was to
make the pupils understand the lesson well. The teacher’s claim could be right in this regard.
3.7.5 St. Peters Anglican Primary School ‘A’, Sabo, Ile-Ife
To let the pupils participate fully in the lesson. I also use it for more
understanding and explanation.
The teacher in this school claimed that she used CS in the classroom so as to carry the pupils along and to
make them participate well in the learning process. Our observation and record show that the teacher’s reason
was justified. The pupils showed interest in the lesson and they responded to the teacher’s questions. Our
observation and record also show that the teacher used CS to explain and to make the pupils understand the
content he was teaching them. The teacher claimed he was aware of the success of the Six-Year Primary
Project carried out in Ile-Ife and this was the motivation she had for teaching the pupils in their mother
tongue.
3.8 Implications of Code Switching in the Schools Surveyed
Question 5 was asked to find out the implications of CS in the schools surveyed. The implications of CS in
each school are discussed below.
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3.8.1 Anglican Central Primary School, Ilare, Ile-Ife
The teacher we interviewed in this school said that CS improves the pupils’ academic performance; and as a
result of it, many of them scored high marks in their class work and continuous assessment. Our observation
show that the pupils responded well to the teacher’s questions.
3.8.2 Ansarul Islam Primary School, Sabo, Ile-Ife
The teacher we interviewed in the school said that CS aided teaching and learning in the school. The teacher
emphasized that she used CS to make them understand the contents thoroughly. She added that using CS
made the pupils to have interest in mathematics. Our observation showed that CS aided the teaching and
learning of mathematics in the classroom. The teacher was able to teach well and fluently. The pupils were
also able to respond to the teacher’s questions. The pupils were at home with the use of Yoruba during the
lesson and this really aroused their interest in the lesson. Another interesting thing we observed was that the
pupils always expected the teacher to explain in Yoruba whenever they didn’t understand a particular aspect
of the lesson. It seems that the use of CS in multilingual classrooms is more effective than teaching in
English-only medium.
3.8.3 Methodist Primary School, Sabo, Ile-Ife
The teacher we interviewed in this school said that the pupils were not ready to learn in English because their
minds were biased. As a result of this, he compared English with Hausa when teaching them. This is because
the pupils were of Hausa extraction. Our observation showed that the pupils didn’t understand English. They
could only speak Hausa and Yoruba fluently. Thus, learning in the medium of Hausa and Yoruba make them
more comfortable with the teacher and the lesson. The teacher in turn alternated between Yoruba and Hausa
to make sure that the pupils understood what he was teaching them.
3.8.4 St. Bernard Primary School, Lagere, Ile-Ife
The teacher we interviewed in this school said that the use of CS in the school was effective. She said that the
use of code switching in the lessons gave the pupils understanding of the content being taught. She also said
that alternating between English and Yoruba enabled her to explain to the pupils very well, and as a result, the
pupils had retentive memory.
Our observation shows that the teacher code switched at some key points, when explaining important
concepts, when the pupils were getting distracted and when praising and reprimanding them. The use of CS in
this classroom reduced the overall comprehension burden and made it easier for the pupils to concentrate on
the message conveyed.
3.8.5 St. Peters Anglican Primary School ‘A’, Sabo, Ile-Ife
The teacher we interviewed in this school said that the use of code switching in the school enabled the pupils
to understand the contents being taught very well. She said that CS also enabled the pupils to participate well
in the classroom. Our observation also shows that the use of CS in this classroom gave room for the teacher to
maintain solidarity and express emotional understanding with the pupils by switching to their mother tongue.
This also contributed to the smooth flow of the classroom interaction and communication.
3.9 Summary of Findings
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The study has shown a number of interesting outcomes. First, the study has demonstrated that English and the
mother tongue (here, Yoruba and Hausa) are still being used in upper classes in public primary schools in
Nigeria. This finding is similar to Salami’s (2008) study, where he finds that English and the mother tongue
(Yoruba) are being used variably across the curriculum and across classes and levels in primary schools in
Ile-Ife.
Moreover, contrary to the claims of the teachers interviewed that they use English as the main language of
instruction, our observation revealed that they use CS, where Yoruba is the main (matrix) language and
English is the additional (embedded) language. Perhaps these teachers claimed to use English as the main
language so that they would not be seen as not following what the National Policy on Education stipulates. In
the case of the teacher in Methodist primary school, Sabo, his claim was right. He used Hausa and Yoruba as
the main (Matrix) languages, while English was used as an additional (embedded) language.
Furthermore, the pupils used both languages freely in during classroom interaction as they responded to the
teacher’s questions and the researchers’ questions, thus communicating in a natural and effective way. The
use of code switching allowed each pupil to use each of his/her languages in a natural and meaningful way as
the various classroom activities were being implemented.
In addition, the teachers in the study used their perceptions of their pupils’ proficiency in each language,
especially their mother tongue, to enhance communication, teaching and learning of mathematics as they
used either or both or all the languages appropriately. Code-switching was also found to enhance
communication as the class participants strived to relate their thoughts to others who had varying
proficiencies in the mother tongue and English.
Again, The findings of this study challenge the view of CS as a sign of communicative incompetence.
Instead, it calls for attention from teachers, parents, and educators to draw on children’s language resources to
help students achieve academic and communicative competence.
In the interactions between teachers and pupils, CS functions as a communicative strategy to clarify or
reinforce the speaker’s point, overcoming the gap of linguistic competence between the two languages.
Moreover, CS is employed to meet the classroom communicative and linguistic need for appropriate word or
a lack of appropriate expression due to different cultural values.
Finally, code-switching was found to have a function of facilitating and supporting thinking and
communication, no matter how the information, concept or content may appear. An important finding is that
the pupils should share the same mother tongue, if code switching will be applied effectively. In this respect,
the competence of the teacher in mother tongue of the pupils also plays a vital role, if positive contributions of
code switching are expected.
With respect to all points mentioned above, it may be suggested that code switching in language classroom is
not always a blockage or deficiency in learning a language, but may be considered as a useful strategy in
classroom interaction, if the aim is to make meaning clear and to transfer the knowledge to students in an
efficient way. In this case one language might help the other, and sometimes both together may create a new
idea, image, thought, behaviour, outlook, organization, and adaptation, and thus move culture to new
adaptive places in the dynamics of cross-cultural life.
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4. Conclusion
Our findings in this study are going to open new aspects of research for linguists to examine the relevance of
code switching as a learning resource in Nigerian primary schools. The study offers useful suggestions to
mathematics teachers on how to promote effective teaching and learning process.
The study also makes it possible for Nigerian primary school teachers and learners to use CS and enjoy its
educational benefits in a multilingual classroom where pupils have low English proficiency and limited
material resources in the mother tongue.
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