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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.
2021 •
Teacher Education and Curriculum Studies
Teaching and Learning English Language in Nigerian Schools: Importance and Challenges2018 •
University of Ahmad Dahlan, Indonesia
The necessity of effective teaching of English at all levels of education in NigeriaSince language is dynamic, and teaching is a dynamic tool of instructing and training someone (the learner) for desired change in their lives, behaviors, experiences, and statuses, it also requires a dynamic and an experienced mind to carry it out. In its methodology, the study adopted both the primary and secondary sources of data gathering technique. Observational examination of both teachers and learners of the English language constituted the primary source while extant material dealing with the teaching and learning of English comprised the secondary data. The observation mainly bordered on phonetics and phonology, that is, how some Nigerian teachers of English realize or articulate some sounds and words of English, which in turn has impacted negatively on the learner. These sounds and words are divided into two groups – A and B, and group A is further divided into vowel and consonant sounds. We also presented the charts of the vowels and consonants of English to guide us in our analysis. The result of this investigation showed that mother tongue interference is the main factor responsible, and that teachers need to do extra work on themselves for satisfactory and positive learning outcomes on the learners, which is a direct consequence of effective teaching. Keywords: English, teaching, effective teaching, education.
Asian Journal of Humanities and Social Studies
The English Language in the ESL Classroom in Nigeria2013 •
Language holds the key to knowledge acquisition, thus making its teaching-learning process central to any educational system. Nigeria, Babel of many languages that include English, Pidgin English and the various indigenous languages, has no clear language policy and this continues to make the educational system wobble, even at the tertiary level. This poses a serious challenge to language teachers generally, but particularly to teachers at the tertiary level, who should blaze a trail in second language English teaching. This work looks at the shortcomings of the present traditional General Purpose (GP) approach to English language teaching, and recommends the English for Specific Purposes (ESP) approach in the teaching-learning process in the ESL adult classroom in Nigeria as a way of stemming the tide of the continued decline in proficiency in English with its ripple effects on other subjects and courses that are taught and learnt in the English language medium. This will enable ad...
International Journal on Studies in English Language and Literature
Characteristics and Abilities of Teachers of English at Auchi Polytechnic, Auchi, Nigeria Vis-À-Vis Communicative Language Teaching (CLT)2017 •
The English language curriculum for primary schools in Ghana spells out the various aspects, topics and sub topics that teachers must teach the child within a specified time. The syllabus again specifies the various topics and sub topics that should be taught in an integrated manner so as to enhance meaningful learning. For this meaningful learning to take place, the teacher should be knowledgeable in the subject with regards to approaches, techniques and skills that will help the learner achieve a great deal in the learning of the subject.This study focused on how English language is implemented in the Cape Coast Metropolis of Ghana. The population for the study was all the 477 basic school teachers within the metropolis. A simple random sampling technique was used to select 8 schools from each of the 6 circuits in the metropolis. In each selected school, all primary 1 to 6 teachers were automatically selected for the study. In all, 288 teachers formed the sample for the study. 12 ...
With the understanding that effective communication is the central goal in any second language situation, this paper examines how best to achieve this in the light of the current curriculum for the teaching of English in Nigeria. The way the English language is taught at all the levels of education in Nigeria leaves a lot to be desired, and therefore does not hold a promise of actualising the very end of language teaching and learning, which is the development of learners' communicative competence. The teaching and learning of English in Nigeria today is largely grammar-based, so that learners only take grammar lessons, leaving out the colour of language, which is literature. If literature is the colour of its language, teaching any language without its literature is teaching a bleached language. Any language teaching method that adopts this antiseptic learning of the target language may not achieve much, as literature presents the best examples or manifestations of language use, and would serve as a veritable point of encounter with the language. The position of this work is that the divorce between 'language' and 'literature' in our educational curriculum is an anathema.
International Journal of English Language and Literature Studies
An Assessment of the Communicative and Developmental Needs of English Language in a Multilingual Nigeria2015 •
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