The Problem of Medium Transition In Language Planning for Primary Education in Nigeria and Suggestions for its Solution
The Problem of Medium Transition In Language Planning for Primary Education in Nigeria and Suggestions for its Solution
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Date
1980
Authors
Raphael, Anjola Omojuwa
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Abstract
The search for a workable language medium policy for Nigerian primary
education (PE) has for a long time confined itself to a choice of one
or other of 3 policy types. These are: the late English medium policy
(LEM) by which the medium of instruction is a Nigerian Language (NL)
in the first half of PE, and English in the second half; the early
English medium policy (EEM) by which the medium language is English
for the entire primary course; and the postponed English medium
policy (PEM) by which the medium of instruction is NL for the entire
primary course, and English medium is delayed till the beginning of
secondary education.
But none of these policies has been effective in the hands of teachers.
There has thus developed a mismatch between policy decisions at the
Political/Formulation Level and those at the Classroom Implementation
Level. As a contribution to the on-going search, the present study
proposes a 4th language medium policy in which LEM, EEM, and PEM do
not stand as alternative policies but merely as features of an integrated
policy. The main differences between the existing policy types
and the one proposed relate to their different approaches to medium
transition (MT), The existing policies seek to effect MT abruptly at
fixed points in the PE continuum and simultaneously on the entire
primary curriculum. The proposed policy, on the other hand, is planned
such that MT is effected gradually over a period of time and selectively
on individual subject components of the PE curriculum at different times
during the PE course. In this respect the proposed policy breaks the
barriers between the existing policies and renders redundant the distinctions
implied by the terms LEM, EEM, and PEM when used to characterize
policies since it has the capacity/flexibility by which MT is
effected relatively early with some subjects, like EEM; relatively late
with some subjects, as urged by PEM; and at different points between the
beginning and end of PE, including half-way through, much like LEM,
The advantage of the proposed integrated policy approach to MT is that
the burden of language medium functions is well distributed among the
languages involved in the PE process, and for English the medium
burden is spread over the entire primary span such that it is easy for
both teacher and learners to bear.
Description
A thesis submitted by the department of languages.faculty of education,Ahamadu Bello University Zaria.
Keywords
PROBLEMS,, Medium Transition,, Language Planning,, Primary Education,, NIGERIA, Suggestions,, Solution