The Problem of Medium Transition In Language Planning for Primary Education in Nigeria and Suggestions for its Solution

Simple item page
dc.contributor.authorRaphael, Anjola Omojuwa
dc.date.accessioned2014-03-17T09:38:11Z
dc.date.available2014-03-17T09:38:11Z
dc.date.issued1980
dc.descriptionA thesis submitted by the department of languages.faculty of education,Ahamadu Bello University Zaria.en_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3976
dc.language.isoenen_US
dc.subjectPROBLEMS,en_US
dc.subjectMedium Transition,en_US
dc.subjectLanguage Planning,en_US
dc.subjectPrimary Education,en_US
dc.subjectNIGERIAen_US
dc.subjectSuggestions,en_US
dc.subjectSolutionen_US
dc.titleThe Problem of Medium Transition In Language Planning for Primary Education in Nigeria and Suggestions for its Solutionen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
THE PROBLEM OF MEDIUM TRANSITION IN LANGUAGE PLANNING FOR PRIMARY EDUCATION IN NIGERIA AND SUGGESTIONS FOR ITS SOLUTION.pdf
Size:
27.61 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.58 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
EDUCATION