MOTHER TONGUE EDUCATION AND IMPLICATIONS FOR EFFECTIVE TEACHING AND LEARNING OF ENGLISH IN THE NIGERIAN PRIMARY SCHOOL

Abstract

ABSTRACT In this paper, the use of mother tongue in primary education in Nigeria was investigated. The national policy on education provides for the use of mother tongue as the medium of instruction at the lower primary education. Against this provision, a survey was conducted to examine the implications of the policy in two states and for the conducted to examine the implications of the policy in two states and also for the teaching and learning of English at the upper primary level. Ten primary schools were randomly selected in urban and semi-urban areas of Oyo and Ondo States respectively. One Hundred (100) teachers, on whom questionnaire was administered, were also randomly selected from the schools investigated. It was found that implementation of mother tongue policy enhances the teaching and learning of English language at the upper primary level. Findings also revealed that government has not provided mechanism and commitment to check implementation of policy. The implication of this is that if policy is not monitored and religiously implemented, the alienation of tomorrow's generation from indigenous language and culture as well as frustration of indigenous language development could result. There is, therefore, need to bridge the gap between government policy provision and policy implementation.