ISSUES IN THE DEVELOPMENT OF A PRIMARY BILINGUAL TEACHER PREPARATION
ISSUES IN THE DEVELOPMENT OF A PRIMARY BILINGUAL TEACHER PREPARATION
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Date
1988-10
Authors
THERESA, TITILOLA IMASUEN
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Abstract
Abstract
In this study, a bilingual teacher preparation
programme was developed to serve as a blue-print
for implementing the Bilingual Education (BE) policy
statements given in the National Policy on Education
(NPE, 1981). The programme comprises a model,
a Bilingual Education Studies (BES) syllabus and a
course implementation plan. Of utmost relevance
in the development of the programme was the
identification of the essential competencies needed
in the preparation of a bilingual teacher. To
achieve this, the opinions of language specialists,
linguists, curriculum experts, language teacher
trainers, NCE students and practising primary
school teachers were sought. After an initial
nation-wide opinion survey, an author constructed
instrument was administered on subjects who are
directly involved in primary teacher preparation
and supervision, and also on potential
beneficiaries of the new programme.
In addition to the opinion survey and other
demographic information, the nature of the respondents'
bilinguality was investigated. The extent of agreement
by the various groups of respondents on the
importance of the competencies specified
in the instrument was determined through
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hypotheses testing. One main hypothesis and ten
sub-hypotheses were formulated and tested, using
the Chi-square statistical analysis.
The analysis of the data revealed that of
the four categories of competencies, the language
and pedagogy ones were rated higher than the
culture and school-community ones. Of the five
groups of respondents, the supervisors and the
lecturers, who were the most experienced
professionally were in greater agreement in their
ratings of the competencies.
Among the main recommendations are: (i) utilizing
the new programme developed in this study in a pilot
training programme to determine its suitability;
(ii) redesigning existing teacher education programmes
to include bilingual education courses for producing
highly qualified bilingual education experts for both
teaching and supervisory roles; and (iii) the goals
and objectives of bilingual education in the primary
school should be clearly defined in the National
Policy on Education in a future revision; and
(iv) attempts should be made to specify the types of
bilingual programmes that should be established in
Nigeria. It is hoped that the findings of this
research would form the nucleus of a bilingual
teacher preparation programme in Nigeria
Description
A THESIS
SUBKITTED IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY
IN
LANGUAGE ARTS
Keywords
ISSUES, DEVELOPMENT, PRIMARY, BILINGUAL, TEACHER, PREPARATION