ISSUES IN THE DEVELOPMENT OF A PRIMARY BILINGUAL TEACHER PREPARATION

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dc.contributor.authorTHERESA, TITILOLA IMASUEN
dc.date.accessioned2014-02-10T10:01:09Z
dc.date.available2014-02-10T10:01:09Z
dc.date.issued1988-10
dc.descriptionA THESIS SUBKITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN LANGUAGE ARTSen_US
dc.description.abstractAbstract 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 viii 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 Nigeriaen_US
dc.identifier.urihttp://hdl.handle.net/123456789/808
dc.language.isoenen_US
dc.subjectISSUESen_US
dc.subjectDEVELOPMENTen_US
dc.subjectPRIMARYen_US
dc.subjectBILINGUALen_US
dc.subjectTEACHERen_US
dc.subjectPREPARATIONen_US
dc.titleISSUES IN THE DEVELOPMENT OF A PRIMARY BILINGUAL TEACHER PREPARATIONen_US
dc.typeThesisen_US
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