Abstract
This paper examines the pedagogies employed in developing the Basic English language skills in Nigerian Colleges of Education, with particular reference to three colleges. It investigates the adequacy of the English language skills in the 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 Nigeria Certificate in Education is the principal qualification for teaching in Nigeria (National Policy Brief, 2005). The paper constitutes a section of a larger study that evaluated the implementation of the NCE English Language curriculum. The Context, Input, Process and Product (CIPP) Evaluation model is the theoretical framework in the study. A mixed methods approach was adopted within the CIPP framework, while utilizing a case study. Twenty lecturers and one hundred and twenty students from three Colleges of Education comprise the sample drawn through multistage and purposive sampling. The instruments were documentary reviews, observation checklists, interviews, questionnaires and field notes. The methods of analysis were thematic content analysis and descriptive/ inferential analysis. The study revealed that lecturers do not adopt contemporary and appropriate pedagogy for the teaching of the four language skills. It recommends this aspect should be re-considered. Similarly, an immediate review of the Practical Listening Skills and Speech work aspect of the course outline is required as the lecturers have noted that it is abstract.
Highlights
The Nigeria Certificate in Education is the principal qualification for teaching in Nigeria (National Policy Brief, 2005).The graduates of the programme are qualified to teach the first nine years of schooling in the country
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)
This is consequent upon the fact that the success of the students in English language is dependent on the ability of their teachers to enable them acquire the four language skills (Aduwa & Iyamu, 2006)
Summary
The Nigeria Certificate in Education is the principal qualification for teaching in Nigeria (National Policy Brief, 2005).The graduates of the programme are qualified to teach the first nine years of schooling in the country. 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 achievement of this objective by the teacher trainees requires the collaborative efforts of all educational stakeholders of the programme as it is critical for the success of junior secondary students in English language. This is consequent upon the fact that the success of the (secondary) students in English language is dependent on the ability of their teachers to enable them acquire the four language skills (Aduwa & Iyamu, 2006). This study empirically examines the development of the four language skills by Colleges of Education students
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