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European Journal of English Language Teaching ISSN: 2501-7136 ISSN-L: 2501-7136 Available on-line at: www.oapub.org/edu doi: 10.5281/zenodo.1059084 Volume 3 │ Issue 1 │ 2017 AN EVALUATION OF MIDDLE BASIC EDUCATION CURRICULUM FOR ENGLISH STUDIES IN NIGERIA UNDER THE NINE-YEAR UNIVERSAL BASIC EDUCATION CURRICULUM Abdulmalik Usmani Department of English, Bauchi State University, Gadau, Nigeria Abstract: Great importance has been attached to curriculum design and pedagogy in syllabi in Nigeria, particularly in language teaching and learning. The paper makes an evaluation of English studies curriculum designed for primary four in Nigeria under the Nine-Year Universal Basic Education Curriculum (middle basic). The 69-page curriculum was designed organized by the four language skills –listening, speaking, reading and writing. Three Principles for language teaching-learning have been identified in the curriculum. They are: Linguistic Principles, Socio-affective Principles and Cognitive Principles. The study found that the curriculum recommends the use of two teaching methodologies: Grammar Translation Method (GTM) and Audio-Lingual Method (ALM). However, the curriculum is dominated by the use of GTM which means written language has an upper hand over spoken language. The paper recommends for a paradigm shift from GTM and ALM which are traditional approaches to language teaching to Communicative Language Teaching (CLT) which promotes communicative competence for enhancing the quality of education. Keywords: language teaching methodology, communicative language teaching, grammar translation method, audio-lingual method, language learning 1. Introduction The use of curriculum in any formal education setting is essential to the attainment of positive learning outcome, since classroom activities are premised on what the Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 153 Abdulmalik Usman AN EVALUATION OF MIDDLE BASIC EDUCATION CURRICULUM FOR ENGLISH STUDIES IN NIGERIA UNDER THE NINE-YEAR UNIVERSAL BASIC EDUCATION CURRICULUM curriculum is prescribed or pin down (Afforma, 2006; Awofola & Sopekan, 2013). Curriculum is usually designed for a specific group of learners in accordance with certain pedagogical method(s) that will facilitate the teacher to translate theories into practical realities (Alade, 2005 & Okundeye, 2003). Language teaching/learning has gained attention in recent years, which made the field of study to record broad array of teaching methodologies, ranging from traditionally inclined approaches of formfocused to a more viable and dynamic approach of communicative ability in different social context (Ellis, 2012; Cook, 2008; Richards & Rodgers, 2001). In United States, Canada and Australia for instance, immigrants are wooed to embrace the use of English not only as a metalect, but for easy access to education (Aluede, 2006). In Nigeria, based on geolinguistic analysis, the country’s language space is dominated by English and three major indigenous languages, and the educational policy recognizes their roles, and incorporated them into school curriculum on the basis of politolinguistic (NPE, 1977; 1981; 1998 & 2004). But the political neutrality of English in Nigeria and the concomitant linguistic diversity paved the way for the English to assume two roles in school curriculum: subject and language of instruction (Woolmam, 2001 & Imam, 2012). In the light of these, this paper makes a true and thorough assessment of English language curriculum designed for primary four in Nigeria under the 9-Year Universal Basic Education Curriculum (middle basic education). The study features the historical background of teaching and learning the English in Nigeria from pre-independence to post- independence era. Also, the teaching methodologies and the principles used in the curriculum are discussed. The paper study takes a look at the extent of the feasibility of the methodologies in Nigerian cultural context. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejel/article/view/1198 European Journal of English Language Teaching - Volume 3 │ Issue 1 │ 2017 154