Abstract
The study investigated the attitudes and practices of Nigerian students towards the use languages (English and native) in a culturally diverse society as the native languages are endangered because the English language is taking over the world linguistic environment as a lingua franca. Ten students who speak different Nigerian native languages were selected randomly from an international university (pseudonym) in Turkish Republic of Northern Cyprus (TRNC). A qualitative research method was adopted for the study using multiple sources of data collection, which include unstructured interview, personal stories, field notes and informal chats. The findings indicated that they acquired their native languages from birth at home, while they learn additional languages in their environment. They have positive attitudes towards the native languages, indicated by the value accorded them while English enjoys its official position. It was found out that the native languages were used for solidarity, prayers, identity and heritage preservation, whereas English language pertains the status of official language. In summary, Nigerian students studying in a culturally diverse context aim at preserving their language, culture, and identity by using it in their daily lives while they prefer using English language only for official purposes.
Highlights
Nigeria is the most popular black nation in the world and the most populous country in Africa; it is highly a multilingual and multicultural society with over 500 indigenous languages (Ginsburgh & Weber, 2011)
While they are so concerned about their identity and culture, which are hidden in their native language, the English language gives them global view. 3.1 Language Acquisition and Learning The participants’ responses displayed how they acquire and learn language(s) as requested by question one
Majority of the participants can speak at least one major Nigerian language and as well literate in them; this is because such languages are taught in schools as stated by Joshua “for Hausa language, we offered it in the high school for 6 years
Summary
Nigeria is the most popular black nation in the world and the most populous country in Africa; it is highly a multilingual and multicultural society with over 500 indigenous languages (Ginsburgh & Weber, 2011). The study covers the attitudes and practices of Nigerian students at an international university (pseudonym) in TRNC towards language use in a culturally and linguistically diverse society, considering the endangered nature of the local languages. The indirect approach, which is more concerned with conscious awareness; considered as behavioural components (McKenzie, 2010; Javid, Farooq, Umar, & Gulzar, 2017; Lasagabaster, 2017; Nolan, 2013) Terms such as language shift, language policy, the survival of the minority languages, the shift or loss of a language, and language maintenance in sociolinguistics are linked to attitudes in language use (Wilson, Ward, & Fisher, 2013; Kuyumcu, 2014; Dewaele & McCloskey, 2015). Australian children of India descent in their linguistic practices and choices study Hindi in their primary education They chose to speak their mother tongue despite the chances to speak English. In order to achieve its aim and objectives, the study tries to answer the following formulated research questions. 1) How do the Nigerian students acquire languages? 2) What are the Nigerian students’ attitudes towards their native languages? 3) What are the Nigerian students’ attitudes towards English language? 4) What are the Nigerian students’ practices towards their native language use? and 5) What are the Nigerian students’ practices towards English language use?
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