Teaching and learning English in a second language situation: The case of some Igbo Teachers and students

The English language, which is studied as a second language in Nigeria, is indispensable in all spheres of human endeavours. It is the language of government, education, the judiciary and indeed every aspect of national life. All ethnic groups in the country, the Igbo inclusive, embrace this all-important language for their various activities. Because this significant language is not a mother tongue in the Igbo environment, some students of English in a second language situation encounter problems because some learners study it against the background of their mother tongue in which they have attained a reasonable degree of competence. Again, teachers on their own part contribute to the problem owing to their pedagogical incompetence, lack of instructional materials, language interference, etc. To this end, this paper looks at the concept of teaching and learning English in a second language situation with a focus on the problems encountered by the Igbo teachers and learners as regards imbibing the intricacies of the language and possible solution. To get about this, fifty Year one Sandwich students of Department of English Language and Literature, Nnamdi Azikiwe University and their lecturers were directly observed in a classroom situation. It was discovered that they have interference problem amongst other problems inherent in studying English as a second language. Introduction It is a truism as affirmed by Eyisi that in Nigerian society, the major yardstick for admission into the select group of the educated is one’s performance in the English language. It is also indisputably true that the bastion of education, in the view of the majority of Nigerians, is the establishment, in the learners, of a high level of competence and proficiency in English (57). Nnyigide & Anyaegbu: Teaching and Learning English in a Second Language Situation. 161 In virtually all sectors in Nigerian environment, the English language is revered. English is so important in the country that the ability to speak, read and write it becomes the mark of elitism. It is seen as a key to success in the African society. English occupies an enviable position in the Nigerian education system because of the following as pointed out by Azikiwe: 1. Some Nigerian languages are neither literary nor international ones; hence, there are very few reading materials for the child to read in his own language in different disciplines. 2. Learning in Nigerian languages could not open up to the child the ideas and cultures of the world’s civilization. 3. There are too many languages in the country. They are estimated to be about 400 languages spoken in Nigeria (26). The English language is undoubtedly significant as the language of instruction in practically the entire school system, from the upper primary to the highest tertiary level. It is, therefore, the language of education. Apart from the very elementary level of schooling, English becomes the medium of instruction and a subject in the curriculum. The National Policy on Education leaves no one in doubt about this, ‘Government will see to it that the medium of instruction in the primary school is initially the mother tongue or the language of the immediate community and, at a later stage, English’ (13). But unfortunately, it has been observed that in most schools in the Igbo society, this policy is never implemented. Also, the objectives of the English curricula as contained in the language syllabus mentioned by Azikiwe are: a. Provide students with a sound linguistic basis for further learning in secondary, tertiary, and vocational institutions. b. Equip school leavers with a satisfactory level of proficiency in English language usage in their places of work. c. Stimulate a love of reading as a pleasurable activity. d. Promote the art of spoken English as a medium for national and international communication. Ogirisi: a new journal of African studies vol. 16 2020 162 e. Enhance and develop further the various skills and competencies already acquired at the primary and junior secondary levels (18). These crucial objectives of the English curricula if all attained will undoubtedly enable the students to acquire communication skills for their future lives occupations. Commenting on the status of English as a second language, Banjo maintains that ‘It plays a very key function in the social, professional, and educational life of Nigeria (3). Indeed, to be regarded as an educated Nigerian, according to Banjo, some level of proficiency in English is required. He justifies this as follows: If an educated man is defined in Nigeria as one who has at least secondary education, then no Nigerian who speaks no English can be regarded as being educated. The reason for this should be obvious; English is a key subject and the medium of instruction before the end of the primary level (15). The growth of the English language in the Igbo society is indeed on the increase. The number of young people who register the subject in examinations such as WASC or JAMB as well as undergraduates who undertake The Use of English 1 (GSS101) and The Use of English 11 (GSS 102) as compulsory Use of English in our universities is alarming. According to Wikipedia (2020) there are sixty-eight NUC approved universities in Nigeria. Students cannot graduate in these universities without a pass in the Use of English courses. This study examines the problems encountered by some year one Sandwich students of Igbo Department, Nnamdi Azikiwe University, Awka and their language teachers in studying English as a second language. The English language is valued because proficiency in it is seen to be indispensable to participating in and benefiting from modern development in all its forms. The burning desire of the majority of Nigerians to acquire this all-important language is based on the fact that it has gained a desirable position in the nation. The English language which occupies an enviable position in the Igbo society has influenced it in some significant ways. This, however, Nnyigide & Anyaegbu: Teaching and Learning English in a Second Language Situation. 163 points to the reason why its teaching is compulsory in our education system. The influence of this all-important language in Igbo land is conspicuous in different areas which are discussed inter alia. Dimensions of the English Language in the Igbo Society Education The English language plays conspicuous role in the Nigerian education system. Whenever education is mentioned, the English language comes to the fore. It is thus indispensable and invaluable measuring the quality, efficiency and effectiveness of the school curricular. The English language is pedagogically expressive as the language of instruction in practically the entire school systems from the upper primary to the highest tertiary level. The National Policy on Education supports this fact by maintaining that ‘Government will see to it that the medium of instruction in the primary school is initially the mother tongue or the language of the immediate community and, at a later stage, English (13). The English language is a significant subject in various institutions of learning. This can be seen in the teeming number of young people who register the subject in examinations such as WASC or JAMB as well as undergraduates who undertake GSS 101 (Use of English 1) and GSS 102 (Use of English 11) as compulsory Use of English courses in the universities. To be regarded as an educated Nigerian according to Banjo, some level of proficiency in English is required. He justifies the assertion as follows: If an educated man is defined in Nigeria as one who has at least secondary education, then no Nigerian who speaks no English can be regarded as being educated. The reason for this should be obvious; English is a key subject and the medium of instruction before the end of the primary level (15). In most situations in this country, students irrespective of their areas of specialization, take courses in the language. In the West African School Certificate Examination for instance, a poor performance renders the result redundant because one can never gain admission in Ogirisi: a new journal of African studies vol. 16 2020 164 any university with it, the fact that one performed excellently in other subjects notwithstanding. In Nigerian universities, a student who fails the use of English courses can never graduate unless he reregisters and succeeds in the examinations. The greatest asset of the English language is that it is a good instrument of thought and creativity and students are expected to be very proficient or skilled in both the spoken and written forms. Poor knowledge of the English language is thus a clear indication that one may perform poorly in other subjects because examinations in these subjects are expected to be written in English. The incessant desire by the Nigerian government for effective teaching of the language in our schools is rooted on the belief that western education especially a knowledge of the English language would equip them (Youths) with the techniques and skills essential for improvement of personal status in the emergent economic and social structure (Coleman quoted in Eyisi). From the foregoing, therefore, it is germane to emphasize that the English language really influenced the education sector of the Nigerian education system. Politics The political role of the English language in Nigeria started in 1882 when the colonial masters saw the need to train individuals to render sensitive and important government services. The English language plays a vital role in the Nigerian body politics. Candidates for political parties for example read their political manifestoes, print their handbills and posters in English. Inability to speak the language automatically makes the candidate to lose his or her mandate. The 1989 constitution in recognition of the vital role of English in the politics of the country,