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Students' perspectives on English-on...

Amaechi, Jerome Emeka.

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Students' perspectives on English-only instruction: A study of three junior secondary schools in Southeastern Nigeria.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Students' perspectives on English-only instruction: A study of three junior secondary schools in Southeastern Nigeria./
Author:	Amaechi, Jerome Emeka.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	416 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612764
ISBN:	9781303746239

Students' perspectives on English-only instruction: A study of three junior secondary schools in Southeastern Nigeria.
Amaechi, Jerome Emeka.

Students' perspectives on English-only instruction: A study of three junior secondary schools in Southeastern Nigeria. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 416 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ed.D.)--State University of New York at Binghamton, 2013.

A language of instruction is an essential component of formal education. Nigeria is a multiethnic and multilingual nation with an estimated 400 native languages spoken within its borders. Through British colonization, English was added to the mix. As outlined in the revised edition of the Nigerian National Policy on Education (NPE) of 1981, a Mother Tongue (MT) or a language of immediate community (LIC) is the language of instruction (LOI) for the first three primary grades. English is taught as a subject. At the fourth grade, students immerse into English-only classroom for the rest of their formal education.

ISBN: 9781303746239Subjects--Topical Terms:

2122778
Bilingual education.

Students' perspectives on English-only instruction: A study of three junior secondary schools in Southeastern Nigeria.
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245 1 0 $a Students' perspectives on English-only instruction: A study of three junior secondary schools in Southeastern Nigeria.
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300 $a 416 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: James Carpenter.
502 $a Thesis (Ed.D.)--State University of New York at Binghamton, 2013.
520 $a A language of instruction is an essential component of formal education. Nigeria is a multiethnic and multilingual nation with an estimated 400 native languages spoken within its borders. Through British colonization, English was added to the mix. As outlined in the revised edition of the Nigerian National Policy on Education (NPE) of 1981, a Mother Tongue (MT) or a language of immediate community (LIC) is the language of instruction (LOI) for the first three primary grades. English is taught as a subject. At the fourth grade, students immerse into English-only classroom for the rest of their formal education.
520 $a The current study focused on what this policy means to schoolchildren. The participants were the Junior Secondary School (JSS) 3 students from three schools in Southeastern Nigeria. Through a phenomenological method the study explored students' experiences, and perspectives, with English-only mediation. The findings show that an overwhelming majority of 561 students in the study are ambivalent of both English-only medium and a proposed MT education at the secondary school level. Instead, they prefer a dual-language instruction (DLI) of English and Igbo, which they consider the most effective instructional design to access content.
520 $a Mother Tongue, they claim, embodies their ethnic identity and helps them decode complex English concepts. They also recognize English as dominant in science, technology, and the global economy, and they see its role in their education as necessary. It shows a trend that participants from the respective schools believed they could balance their investment in English for future aspirations and their immediate need for lesson access through Igbo, their native language. In other words, the DLI would achieve both goals. The findings favor an additive - rather than a subtractive bilingualism at the secondary level education.
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