Mother-Tongue Based (MTB) Schooling: A Key for Transforming Early Childhood Education for Future Generation in Nigeria

John A. Emenike ,Antonia N. Ngwoke ,Ogo Njoku

doi:10.7176/jep/10-23-11

Abstract

The study sought to determine the extent of usage of Igbo Language as a medium of instruction and interaction in the lower basic classes in Enugu North Education Zone, Enugu State, Nigeria. Four research questions guided the study. The design was a descriptive survey. The population consisted of 2069 teachers (198 Head teachers and 1,871 Classroom teachers) in Enugu North Education zone of Enugu state, public and private schools inclusive. The sample was 200 teachers (50 Head teachers and 150 Class teachers) drawn from the population using stratified random sampling technique. The instrument used for data collection was researchers developed questionnaire titled “Mother-Tongue Based Schooling Questionnaire” (MTBSQ) which was face validated by experts in Igbo Language and Measurement and Evaluation from Federal College of Education, Kotangora, Niger State. The reliability estimate of MTBSQ established using Pearson’s co-efficient formula was 0.86. Findings indicated very low extent of the use of mother tongue (Igbo Language) as a medium of instruction and interaction; schools and parents preferred the use of English Language (L2) as a medium of instruction and interaction; and indigenous materials and textbooks in mother tongue were not available or used for instruction. By educational implication, this is a negation of the National policy stipulation on the usage of mother-tongue for instruction in Nigerian schools. The researchers therefore recommended that Government should lay emphasis on total implementation of the National Policy on Education with particular reference to usage of mother-tongue as a medium of instruction in pre-primary and primary schools in Nigeria. Also, parents and care-givers should be educated on the need for them to interact with children in their mother-tongue. Keywords: early childhood education, future generation, mother tongue. DOI : 10.7176/JEP/10-23-11 Publication date : August 31 st 2019

Highlights

Mother tongue is a traditional term for a person's native language, that is, a language learned from birth
Contemporary linguists and educators commonly use the term L1 to refer to a first or native language, and the term L2 to refer to a second language or a foreign language that is being studied
In line with the findings of the study, it is obvious that Igbo language is not being used for instruction in the lower basic classes in Eastern part of Nigeria

Summary

Introduction

The total number of languages spoken in Nigeria is 415 and about 6.1% of the total spoken languages in the world. Mother tongue is a traditional term for a person's native language, that is, a language learned from birth. Contemporary linguists and educators commonly use the term L1 to refer to a first or native language (the mother tongue), and the term L2 to refer to a second language or a foreign language that is being studied. School learning becomes more difficult when the learners speak a totally different language at home. This creates a symbolic break between the two major institutions of socialization which are school and the family. Identifying mother tongue as first language connotes the existence of second language (L2) third language (L3) and so on. The usage of two languages or bilingual education describes any system of education in which, at a given moment in time and for a varying amount of time, simultaneously or consecutively, instruction is planned and given in at least two languages (Hamers & Blanc, 1992)

Methods

Discussion

Conclusion