THE EFFECTS OF ENGLISH ON INDIGENOUS LANGUAGES (A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN OJO LOCAL GOVERNMENT AREA, LAGOS STATE)
ABSTRACT
This research work sets out to investigate the Effect of English on Indigenous Languages in Nigeria, using some selected secondary school in Ojo Local Government as the case study. It focuses on the attitude of students towards indigenous languages. In conducting the research, five public secondary schools were used. A total of 50 questionnaires were administered. Ten questionnaires were distributed to each school. The findings of the study show that the English language has supplanted indigenous languages due to negligence on the part of teachers and government as well as students’ nonchalant attitude. The study therefore makes some recommendations to all education stakeholders on the way forward.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv-v
Abstract vi
Table of contents vii-ix
CHAPTER ONE
1.0 Introduction 1
1.1 Background to the Study 1-6
1.2 Statement of the Problem 6
1.3 Purpose of the Study 7
1.4 Significance of the Study 7-8
1.5 Research Questions 8
1.6 Delimitation of the Study 9
1.7 Definition of Terms 9-10
CHAPTER TWO
2.1 The English Language in Nigeria 11-14
2.2 Nigerian National Language and English 15-21
2.3 The Plight of Indigenous Languages in Nigeria 21-33
2.4 The Fate of Indigenous Languages in Religions and Media 34-37
CHAPTER THREE
3.0 Research Methodology 38
3.1 Research Design 38
3.2 Population of the Study 39-39
3.3 Sample and Sampling Techniques 39
3.4 Research Instrument 39-40
3.5 Validity of Instrument 40
3.6 Reliability of Instrument 40
3.7 Administration of the Instrument 40
3.8 Data Collection 41
3.9 Method of Data Analysis 41
CHAPTER FOUR
4.0 Result Discussion 42
4.1 Research Question 1 42-44
4.2 Research Question 2 44-46
4.3 Research Question 3 46-47
4.4 Research Question 4 48-49
4.5 Research Question 5 50-52
4.6 Discussion 52-57
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendations 57
5.1 Summary 57-59
5.2 Conclusion 59
5.3 Recommendations 60-62
5.4 Limitation of Study 62
5.5 Suggestion for Further Research 62
5.6 Implication of the Study 63
References 64-68
Questionnaire 69-72
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Although English has today become an international language, it had a very humble beginning (Crystal 2003). The numerous other languages which the English language had contact with had a significant effects on the standardization of the London variety of English. Consequently, the invention of the printing press in 1477 by William Caxton greatly encouraged the emergence and the eventual dominance of the London variety of English. For example, it encouraged the reading culture of the English people and promoted the literacy culture that had begun to manifest in such people as John Wycliffe and Geoffrey Chaucer. It brought the written form of English and specifically the London dialect to the door step of the ordinary reading public of Britain (Hamilton, 1970). Using the London variety as a model made the variety popular, more used and more important politically, socially and economically, at that time because; “… there were many different varieties of spoken and written English but Caxton decided to print his book using the English spoken in London. As a result, people using other dialects had to learn the London variety of English (Woffe, et al, 1970:31). After a time, the English spoken in London, in the Southern England became the “standard” for written English.
Significantly, the rise of Standard English was a conspicuous linguistic phenomenon at its time. The dialect of London was beginning to gain a prominent position and was now considered the standard dialect of English. The fact that Caxton printed his works in that dialect was perhaps a further boost of its rising privileged position. In addition, the existence of the Universities of Oxford and Cambridge where the London dialect prevailed was the greatest support for the London dialect as the standard dialect of English. That dialect had been enriched by internal borrowing from dialects. It had also been profoundly enriched by borrowing from foreign, languages with which English came in contact Kachru (1986:129) explains that the two indicators of the power of English are its “range and depth”.
Although, the factors that aided the spatial development of English are closely intertwined they can still be divided broadly into three, namely the economic, political and scientific factors Kachru (1986: 29) says that out of these three factors, the most essential one in the spread of English is “the economic factor”. Although, some of the early voyages of discovery undertaken by British Sailors might have been for adventure or enhancing a spirit of national pride, the overriding motivation was no doubt commercial. All members of such journey aimed at discovering new markets for British products and getting raw materials especially during the period of industrial resolution in the 18th century as well as searching for spices, especially in the orient. For example, the discovery and establishment of trading stations in West Africa were as a result of the search for an alternative trade route in South Africa and Australia, Part of the economic incentives was provided by the rush for gold in Central America and the West Indies. Also the slave trade and agricultural enterprises played a greater role (Crystal 2003).
While economic considerations aided the spread of English across the globe, political consideration also helped in stabilizing such influences. Most of the countries constituting the Common Wealth of nations were at a time in history under he direct political control of the British Monarch. As of 1985, some of the countries such as Canada still maintained a constitution controlled by the Queen (Finegan, 2009).
As English spread across the world, it conquers the local languages of its host countries. English also spread to Africa.
According to Awonusi (2004:47) “the early contact between Europe and West Africa involved. Mainly the Portuguese and West Africans” with respect of Nigeria, Awonusi (2004:49) ascertains “The years of the interaction between West Africa an Europeans, first in legitimate trade and later in the in-human slave trade, brought the English culture and language closer to Nigerians”.
From them up till now, English has becomes close and has now supplanted Nigerian indigenous languages. This research work takes a closer look at the extent to which English has done this.
1.2 STATEMENT OF THE PROBLEM
The aim of this study is to examine the attitude of secondary school students on the indigenous languages and the adverse effect of English on indigenous languages of selected secondary schools in Ojo Local Government Area of Lagos State.
1.3 PURPOSE OF THE STUDY
The purpose of this research work is to:
- Ascertain the negative roles of the English language on Nigerian indigenous languages.
- Find out the extent to which the English language has dominated indigenous languages.
- To clearly define how the role of parents, teachers, students, government and society have played in making English dominate indigenous languages.
- Determine The effects of English on indigenous languages.
1.4 SIGNIFICANCE OF THE STUDY
This research is to study the negative impact of the English language on Nigerian indigenous languages. This study will be useful to linguists and other scholars interested in Nigeria languages. It will be one of the referent materials on linguistic imperialism as it affects Nigerian languages.
1.5 RESEARCH QUESTIONS
The following questions are formulated to guide the investigations.
- How do secondary school students view the English language?
- What is the attitude of secondary school students to indigenous languages?
- What are the impacts of English on indigenous languages?
- Are indigenous languages threatened or endangered by English?
- Which indigenous languages are most affected by English?
- what are The effects of English on indigenous languages?
1.6 DELIMITATION OF THE STUDY
This study focuses only on the Nigerian context and only on the three languages in Nigeria. The three main languages are Yoruba, Hausa and Igbo. The work does not cover all indigenous languages of dialects in Nigeria.
1.7 DEFINITION OF TERMS
Lingua – Franca: This can be described as language used between people whose main languages are not the same.
Mother –Tongue: This is the first and main language that an individual learnt when he/she was a child; it can also be called the native language.
Nation: This is a country, considered in relation to its people and its social or economic structure; it is a large group of people of the same race and language.
National Language: Is that language that is generally accepted by the citizen of a nation as their means of communication.
Multi–Lingual: This refers to the ability to speak and write in several different languages.
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