1.1 Background of the study
In Nigeria, English assumes a great value place at all levels of training
It is an official language of the country. It is a language of instruction.
During colonialism, English language becomes our heritage, our window to the outside world; hence the study became valuable for communication, national development and self-respect for all who can speak fluently.
Language is a system that relates sounds and when you know a language, you know a system. The system (language) could be the rules a speaker use to produce and understand an infinite set of possible sentence (syntax). It could be the sound system of the language (phonology) and it could also be the way sounds and meaning are related. Language can be described as a medium of communicating thoughts, feelings or ideas. English language is one of the widely spoken languages in the world. It has become a dominant language spoken by over millions of people as a mother tongue or as a second language.
Because of the invaluable contribution of English language, many teachers ventured into it studies and impacted positively on the pupils who excelled in both internal and external examinations.
They also did well in spoken English and earned a pride of place for themselves. In Nigeria, even though there are more than three hundred and ninety five (395) languages, English language is recognized as the official language of communication and instruction in schools, and proficiency is a requisite for effect performance in schools, but while English Language is the official language which is even merely spoken by people from various ethnic background as a perverted form of language known as “pidgin Language”.
A pidgin (pronounce/pidgin) language is a simplified Language that develops as a means of communication between two or more groups that do not have a language in common, it is commonly employed in situations such as trade or where both groups speak language different from the language of the country, in which they reside (but where there is no common language between the group)
Fundamentally, pidgin is a simplified means of linguistic communication as it is constructed unplanned or by convention between groups of people. Note that pidgin is not the native language of any speech community, but is instead learned as a second language. Pidgin English may be built from words, sounds or body language from multiple languages and cultures, Pidgin English developed along the coast of West Africa in the colonial days, mainly as a result of effort by the native Africans to communicate with European traders and colonial authorities. The Portuguese traders who explored the west coast in the 15th and 16th century were believed to have adopted a form of Pidgin English in order to communicate with the West Africans.
The language (pidgin) has become extremely widespread in the country and state as observed in places like delta, Edo, Akwa Ibom, Lagos and Rivers state etc. These days, Pidgin English has become so popular that even Nigeria latterly giants like wole Soyinka and chinua achebe put pidgin English in the mouth of their characters. It’s so popular that some newspaper column, many radio and television program are delivered in Pidgin English.
In akwa ibom also, there is radio news in pidgin. Nigeria recognize importance of English language, hence its inclusion in the curriculum as one of the core subject, but with pidgin English as the mother tongue of some people in some areas like warri, benin city and most part of Lagos, the mothers tongue after interferes with the standard English when they exposed to English language in schools, which a child’s first language has a second language as he acquires competence in second language.
Among these authors, mare pratos (1962) and Greene (1971:5). They are the opinion that first a language interfering with a second language in phonological (pronunciation) lexical and syntactic levels. The number of additional native language while communicating may be small compare to the total number of Pidgin English speakers, but it is sizeable enough to have drawn increased attention to essien udim language, in essien udim Local Government Area. Pupil’s poor performance in primary schedule is very alarming in essien udim Local Government Area of Akwa Ibom state; many blame the law performance in English Language on the rate at which parents, pupils and teachers attitude is towards the usage of Pidgin English in primary schools and at home.
Science has affected recent performance in both internal and external examination and communication. If this trend is not checked, it will affect all sectors that depend on trained man-power in English language to function well. These areas include; Newspaper, radio, television, houses/confidential secretaries and public speakers and administrators, and it will go a long way influencing other subjects.
The question now is what are the influence of Pidgin English in effective teaching and learning of English language on pupils in primary school?
Therefore the measure of achieving with a view of finding out the extent of which Pidgin English has on pupils in teaching and learning, especially in their primary six school learning certificate examination and possible solution that will raise the standard of English language in our primary schools.
1.2 Statement of the problems
The study examined the influence of Pidgin English in effective teaching and learning of English language in primary school in essien udim local government area of akwa ibom state.
English has suffered great distortion, especially with rate at which pidgin English is now having direct impact on the performance of pupils in English language as a second language. It does not only affect the individual concerned, but the society at large.
The potentials of such an individual can hardly developed; it is likely to have negative effect in the society in general. It is an established fact that pupil performance in English language in the area of study is extremely poor due to the influence of pidgin and it is even goin a long way to influence other subjects. This is because English language is the language of instruction and communication in Nigeria.
Although over the years, the influence of pidgin English in the teaching and learning English language in primary schools have been identified and taken care of, which the effect are however not clearly identified and addressed, based on that fact that the source which these effect can be eradicated are not clearly defined.
Therefore it is on the basis of these problems stated above that these research work was made. It is specifically intended to identified one of the effect of the pidgin English has on the performance of pupil in English language as the possible recommendation ay which the problem could be tackled in order to achieve or enhance a higher and better performance of pupils in standard English language usage.
1.3 Aims and objectives of the study
The main purpose of the study is to investigate the effect of pidgin English in the performance of pupils in English language in the primary schools in essien udim Local Government Area of Akwa Ibom state with a view to determine or examine the effect of the widely used Pidgin English in the performance of pupils to identify the patterns of pidgin English phonology, lexis and syntax, which affect pupils subsequent performance. Also to examine the English teacher’s competence and ability in improving the pupil’s performance in English language. Suggest corrective ways of substituting Pidgin English with the simple grammatical language and improving pupils’ performance in English language.
To sharpen pupils’ knowledge and tongue to the proper met spoken and written English so as to enable them (pupils) to fit into society in oral and written pattern of communication.
1.4 Research Question
For the purpose of this study, the following research question that will be subsequently developed into questionnaires items that will be for the study are:
1. What are the causes of Pidgin English in primary?
2. What are the effect of Pidgin English in primary schools?
3. Could the speaking of Pidgin English among pupils affect their performance in English language?
4. Does the mastering of Pidgin English as a first language affect the acquisition of English language?
5. Does the socio-economic status of parents affect pupils’ acquisition of English language?
1.5 Scope of Study
The study is designed to survey the effect of Pidgin English on the performance of pupils in English language in primary schools in essien udim Local Government Area of Akwa Ibom state. In course of this study, the study will be limited to five (5) selected primary schools that will be used.
They are:
1) Q.I.C school Ikot Ama
2) St. Joseph Catholic school Ikot Acho
3) St. Joseph catholic school Utim
4) Convention School Ikot Essien
1.6 Significance of the Study
The need for good English in the society cannot be over-emphasized in view of the importance of the subject English and the effect of Pidgin English in the performance of the pupils in English language. If the impact of pidgin English on the performance of pupils in English language is identified; it will help teachers (2) parents (3) pupils and (4) the federal, state and local Government, because it will enable them to access critically and take rational decision on whether pidgin English will be encouraged or not. It will guide the teacher to detect the areas, pidgin English has affected pupils, the cause of it and the measures through which it is corrected or eradicated in our primary school in essien udim local Government Area of Akwa Ibom state being a field that has not been explored and the research making it own contribution to the field, it is hoped that future researchers would find the study as another stepping-stone for future studies on the subject.
1.7 limitation of study
In carrying out the research work on the impact of Pidgin English on the performance of pupils in English language in primary schools in essien udim Local Government Area of Akwa Ibom state as a case study, the research work was limited to some selected primary schools in essien udim L.G.A of Akwa Ibom state.
1.8 Definition of Terms
Anglophone: A person who speaks English especially in countries where English is not the only language that is spoken there, such as Nigeria
Competence: Means having ability, power, skill, knowledge to do what is needed
Creole: A language formed from a mixture of a European language (especially an African language) spoken by slaves in the West Indies
Instructional Materials: Anything or device manufactured or improvised that helps in impacting knowledge and facilitate learning.
Lingua-Franca: A shared language communication used among speakers whose native language are different.
Linguistic: The study of Language.
Pidgin: A simple form of a language with elements taken from local language.
Technique: Means of impacting knowledge
Vocabulary: The expression of words and terminology in a bigger form which requires more meanings/explanation.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction
The review of the study will be presented in the following sub-headings:
1. The origin of Nigeria pidgin English
2. Historical background of pidgin English in essien udim L.G.A
3. The influence or effects of pidgin English in teaching and learning of English language in primary school pupils
4. Summary of literature review
2.1 The origin of Nigeria Pidgin English
Pidgin English in Nigeria originated as a trade language that, is made up of a foreign language and the local language and as a result of the need for communication among Nigerians, living in towns and cities from different ethnic groups.
The Nigeria pidgin a.k.a ‘broken’ developed as an attempt to Nigerians, to use the English language for their own benefit during the British colonial rule, notwithstanding, how greatly the British desired that the English language be used exactly as they are utilizing it, the colonial subjects bent the language suit themselves. However, pidgin English is not a dialect of English but a separate language of its own. It arises to fulfil certain communication gaps among the ethnic groups who have no common language. The main language (basic which is English) usually provides most of the lexical items while the other languages provide the grammatical structure.
Nigeria pidgin has no native speakers because it is used by people who have their own mother-tongue and it exihibits different varieties in form. The crteature of Nigeria pidgin has contributed immensely to national integration and nation building, but the same cannot be said of English in Nigeria. Although, English, which is a foreign language is the present official language in Nigeria, it is widely spoken in hausa, igbo, Yoruba as pidgin. Some pidgin which is a mixture of engilsh and different vernacular one (language) group hardly understand any other language. The mass of Nigerians who cannot speak English language fluently speak pidgin fluently nationwide (SPift inatimi, 19889:B) intimi further explain that pidgin is the vernacular with the widest geographical spread in Nigeria, that Nigerians even have international connections . it is related to colonies namely: Ghana, sierra lone and the Gambians.
2.2 Historical Background of Pidgin in Essien Udim
Essien Udim L.G.A is made up of 159 villages and the headquarters is Ikot Ebak. The villages in essien udim L.G.A, few are listed below.
159 villages, 7 clans in Essien Udim Local Government Area of Akwa Ibom State
32 villages in Afaha/Okon clan in Essien udim
The seven clans includes:
1. Okon clan
2. Afaha clan
3. Odorikot Clan
4. Adiasim clan
5. Ekpe Nyong
6. Ukana
Under Afaha clan under Adiasim Clan
1) Ibam 1) Adiasim Ikot Essien dot
2) Ikot Akpan 2) Adiasim Ikot Udo
3) Ikot Nteum 3) Adiosim Atai
4) Nnung Iyan 4) Ikot Ambut
5) Udok 5) Ikot Ata-Enim
6) Mbia Bet 6) Ikot Eda
7) Ikot Ekpe 7) Ikot Ndem
8) Ikot Eside 8) Ikot Ukpong
9) Ikot Eside
10) Ebe
11) Ikot Abiat
12) Ikpenonotor
13) Onion Ono
14) Ekoi
Under Okon Clan
1) Ikot Idem Udo
2) Ikot Oko
3) Ikot Essien
4) Ikot Uke-Hetor
5) Ikot Nya
6) Ikot Ama
7) Ikot Ijwe
8) Ikot Ekejwe
9) Ikot Ekpeyong
10) Ikot Ochuo
11) Ikot Udeokure
12) Ikpe Okon
13) Ifa Okon
14) Umon
15) Nli
16) Ufuku
17) Nto Okpo
18) Nto Ubiam
The essien Udim people speak amang language and the pidgin English.
The advent of colonialism in Nigeria brought about formal education in Nigeria, on eof the schools that was established in Essien udim local Government Area is Q.I.C school in Ikot Ama. In which the local language with the means of oral communication in primary1-6
The missionaries brought pidgin English to Essien Udim and it was the village called Ikot Ama/Ikot Achou. They first visited, they built the Q.I.C primary school called Qua-Ibo Church primary school Ikot Ama through the Quaibo church, they estbish in Ikot Achou.
The pidgin English was introduced into the primary school by the colonial masters to ease and effect communication with the people with the people in the village and pupils in schools while the pure English language was used by educators in office, churches and also in schools.
More schools were later established in the rest of the villages. There are many primary schools in Essien Udim Local Government Area.
As time went on, the teachers of those early days mimically used imbibed the language usage as they began to teach the people in schools. From the light of this European traders and missionaries used the pidgin language to interact easily with our ancient fathers. In business and commence. No sooner had pidgin English started dominating the school system then certain problems began to envelop the linguistic aspect of education in Essien Udim L.G.A
2.3 Causes of pidgin English on pupils in primary school
Lack of training and manpower development of English language teachers.
One of the causes of pidgin English on pupils performance in primary schools is as a result of retraining English teachers, conducting seminars/Workshop for language teachers to refresh their brain base on the fact that English language varies at any point in time. The issues of manpower at all levels education, enterprise could be over emphasized, according to Nnamdi S. Okoroma (2000:177)
Manpower development has to do with training and retraining of teachers to meet up the current demand of teaching profession and society.
This is because; the more teachers go for workshop, the more they acquire technique for oral speech work despite their level of profession. Compare to pastors, there is always need for revival and fresh anointing. (Nnamdi S. Okoroma) started that; “unlike goods and services and like other human resources, teachers takes time to produce”.
They have to be trained for a certain minimum number of years to make them suitable for their assignments. This exercise is generally referred to as Development Demands for Teachers (DDT). Without manpower development, the educational setting will be naïve or handicapped of improvement and its value for the society.
Training and retraining enables or afford the English teachers golden opportunities to equip themselves which is positively abreast with the current issues. Automatically, the said teacher who is aversely trained and retrained will produce product that are up to training and retrained will greatly, positively influence the pupils under his educational coverage.
For effective grammar to take place in the life of the pulpils, the issue of training and retraining English teachers, will also take these forms.
a. Attending an accredited and professional school e.g. National teachers Institute, University of Education and other tertiary institutions in Education. Organizing workshops, seminars etc.
Involving self-development
2. Environmental Factors:
One of the environmental factors of pidgin English is when a child is born into a pidgin speaking environment like Okon, Afaha etc. in Essien Udim L.G.A especially those that does not have a good educational background; where different kinds of people from different ethnic groups with different culture are physically, mentally, socially and financially challenged are residing. They acquire the pidgin English as their first language. They develop from one stage to the other. These ones influence or initiate other children that come across them through interaction especially their class mates who usually play with them into speaking pidgin English and today it has become part of them even to primary school level.
Another factor that affects pupils in the influence of the mother-tongue in their various homes, their attempt to speak English is the mixture of their mother-tongue with English language which after comparison, results to Pidgin English. After the use of effective English in the school, these ones (pupils) hence reach their respective homes, embraces pidgin English because it has become part of them right from childhood.
Base on this environmental factors, pidgin began to develop rapidly and become widely known and takes over, in the life of students both in school and at home which now serves as a lingua franca or language of choice for those who do not share a native language with his fellow.
2.3 Lack of Adequate instructional materials
The teacher who fail in using instructional material will no wise succeed or achieve his goal/aim. Instructional material enhance effective achievement in any situation as far as learning is concerned. To find an effective English teacher, he/she should also be a learner. According to Robinson (1980:24) attribute two task to the teacher as:
“To offer skills in his subject discipline time and also to use various ways to aid his students to learn how to employ their own talent to acquire skills, that the teacher wishes them to acquire”
It is said that, teaching is twenty four hours job: the significance of this lies in the fact that the teacher’s work does not end in the classwork. He prepares his lesson at home, write notes of lessons and marks pupils’ assignment books.
A language teacher should use and modify the curriculum and not to reject it.
The important of the curriculum is emphasized in the school as it is a guide for the education of the students. Wheeles, (1972:11) sees curriculum as the planned experience offered to the learner under the guidance of the school. Gbamanjo (1988:4) stresses the importance of the curriculum as:
“All the experience of the learner while under the guidance and the direction of the school”
The language teacher after studying the curriculum and modify it, where necessary, copies the scheme of work for the subjects, writes notes of lesson, prepares his lesson and delivers them for the education of his students. Robinson (1980) observes child-centered activity-oriented, teaching-learning process as:
“When the teaching process allows for the active participation of both teacher and pupils, we can then term the process, the two-way or multi-way traffic teaching system”
The pupils’ participation exposes them to discovery method and exhibits high degree of versatility especially in the acquisition of language. The teacher decentralize his authority and becomes a democrat. This assertion shows that the aid of instructional materials, the benefit of undemanding, will be there for all in crediting a better stand in future to the pupils through vehicle of education.
2.4 Incompetence of undedicated teacher towards the teaching of English Language as a core subject in schools
The qualification of teachers accounts a lot on educating preparation of the student especially in the area of English language teaching and speaking. The basic source of the pupils performance centered on their early preparation in as much, it is true that academic and professional qualities are not the only criteria for the successful teaching of English language in schools rather experience and resourcefulness are assets for the successful implementation of English language teaching and speech production . The question whether some people are qualified to be a teacher. Let alone becoming English language teacher (William 1979:36) to this end has such people in mind when he implanted thus:
“More commonly some of us pressed by force construction into accepting teaching a subject of which we know little and understand less”
In our country today, English language is frequently used as a means of communication between the indigenous inhabitants. According to Akintola article (1984:55) he stated the service of incompetent teacher thus:
“It is not a uncommon to come across honours of graduates of English language in Nigeria who are capable of teaching grammar of the language in schools. The Language teacher stands a better chance to loading linguistics for the pupils to cover all aspect of structure. The necessity arises that the English Language teacher should be competent. On the content of language teacher, Allen et al (1975:43) commented that:
“A teacher who is linguistically knowledge will be in a better position to exercise critical judgment in the choice and creation of materials”.
A teacher who is vast in the field of language may apply enough methodology to drive his home lesson. It is of the vital information that the teaching, learning and speech process becomes of Series of activities in which the teacher becomes the catalyst. Kiyafa, (1977:18) stressed the importance of competent teacher by revealing that the problem facing both the English teachers and teaching profession itself is that many teachers are themselves have poor performance in language and speech production and can hardly be expected to teach it well (Carol, 1977:22). Also said that:
“The structural plan can impose constraint on the teacher and the pupil not functioning well in their grammatical structure is caused by incompetent or non-qualification professionalization and lack commitment of the English teacher.
2.5 Oral and inadequate written materials for reading
There is need for enough material for drilling both orally and written. These lead to more fertile ground for the speaking of effective English language. On the importance of oral exercise, Williams (1972:9) stated that:
“Student developing of facility to oral expression and general improving their mastery of language linguistics must take a good ideal of the credit for making speech a respectable element in teaching”.
Education in Nigeria should not be an ornament but an instrument for the effective and efficient development, improvement and upliftment in Nigeria. The need for oral exercise in the class of its vital importance.
2.6 The Effects of Pidgin on pupils’ performance
Pidgin English has both positive and negative effects in the life of pupils and their performance in English language.
Though Pidgin English has not been officially recognized by the government, however we shall view the positive effects of Pidgin English.
1. Positive Effects of Pidgin English
One positive effect of pidgin on pupils’ performance is that it provides the pupils rudimentary knowledge of English because it is the pupils’ first introduction to English. In this level, it is still beneficial in laying the foundation for the pupil’s early or later, learn various names of the basic object like ‘table’, ‘chair’, ‘school’, ‘sun’, ‘moon’, etc. which is the standard English has the same version thereby creating an atmosphere of familiarity and removing the shock barriers which is most people encounters in studying a different language.
Pidgin is a linguistic code which extensively on such paralinguistic devices as gesture, body movement, head shaking, pointing, facial expression etc. in other to aid effective communication.
Pidgin English was originally the language of traders investigate associated with decent or non-educated people.
Investigation has shown that pidgin serves as a marginal language which arises as a source of fulfilling certain restricted communication needed amongst people who have common language. For instance, in Afaha Essien Udim L.G.A pidgin English mostly used at the market square for effective communication and for commercial purposes.
Due to ethnic citizens, Afaha/Okon people in Essien Udim L.G.A use it often and thereby initiate other fellow pupils in the school. In some other places like Odori Ikot Ekpene etc, in Akwa ibom stae pidgin is commonly used for effective communication due to multi-ethnic groups residing in Akwa Ibom state. In places like imo state, Abia state, Rivers state, Delta etc. the mother tongue prevail in secondary schools.
These states, the pupils attempting to speak English grammar will be English instead of Standard English. Hence, they speak Pidgin English:
1. To get informed
2. For exchange of goods and services
3. To convey message
4. To express ones feelings
5. To maintain relationship
6. To express personalities
7. To create a word of their own
8. To control other behavior
9. To get things done etc.
The above functions are according to National policy and practice in a pidgin is no longer status language rather reliable for communication. Easier to learn than the Standard English which is complicated and more hard to the society. Literary writers accepted the idea that “pidgin English is easy” if skillfully used, can serve both as a medium of instruction and as a Standard English. (Tukaer 1949).
Of the positive effects of Pidgin English are:
To create easy understanding to both educated and uneducated persons.
It can be used for easy expression especially to those that are victim of poor grammatical expression.
The less privileged to Standard English can easily explain their points in Pidgin English.
It count no error unlike the Standard English. Anybody can speak the way it pleases him or her. Right to speak at any point in time
Negative effects of Pidgin English
The negative aspect of Pidgin English and how Pidgin English affects the pupils performance in English language, thus:
Lack of Good Expression
Some experts agree that it is difficult to dislodge what has been learned as a young person than to learn now, so when the pupil has learnt Pidgin English, it has a way of affecting the subsequent learning and understanding of the pupils’ English. The result is that some times, the pupil is confused between the choice of proper expression to use in the course spoken and written English. He is confused and unable to differentiate between Standard English and Pidgin English and so uses the two interchangeably e.g.
i. We come yesterday instead of, we came yesterday
ii. He buy groundnut yesterday, instead of he bought groundnut yesterday
iii. They break the plate, they have broken the plate
iv. I wash the cloth, I washed the cloth
Dangers of Translation:
When a child is growing up, he learns his mother tongue and as time move on, the child adds Pidgin English and it still expected to learn Standard English in school. In this case you’re dealing with child’s mental capacity expense of the problem he will encounter trying to communicate in multiple stages and when a child live in such an environment where pidgin is dominantly used as a medium of communication, pidgin tends to exact as a dominate language to a child.
The result if that the child language will tend to revolve are around dominantly spoken language (pidgin) at the expense of Standard English. As it is possible for people to translate their local deities in to English, Pidgin English will be translated into Standard English of the rules of English. For example, I see you for I have seen you or I dey see you.
Problem of interference:
Interference is the trace left by someone’s native language upon the pidgin language he has acquired on the influence of the mother tongue on the individual acquiring or learning a second foreign language. There are methodologically interference and semantic interference which we speak, is preferred the first language nor the language of the learners in Nigeria schools, noticed that before a child at an age of five or six comes to school, he has already mastered structure of his nursery language. At this structure, we can see that most of the conflicts which exist between nursery and language is that of English which he now faces. These interference features are common in Nigeria society and have been used so long there is a tendency to accept them as a variety of English that is emerging. Many experts see them as errors or deviation from the standard variety of English. As a fact of these interference features, most pupils often express themselves in a manner of English available in their environment. Local language grammar is often used for English e.g. of such interference are:
He washed for the child
To try all my possible best
We came long time ago
My father dash me one naira
2.6 summary of literature Review
This chapter describes the view of a number of authors in the concept of Pidgin English. It makes explicit the disagreement of linguistic over definitions are based on the roles these languages play. Some has historical origin, while others include formal characteristics, restricted vocabulary, and absence of gender, true tenses inflectional morphology or related clauses. Furthermore, from the chapter, literature so far was discovered that most of our primary schools, lack some potentials and facilities needed to enhance learning and practicing of Standard English language. Due to other unavailability of this potential and facilities there is every tendency for Pidgin English to spread and rule over our primary school in Essien Udim L.G.A of Akwa Ibom state and the society at large.
Lack of potentials and facilities is one at the cause of Pidgin English while the government should be sure that their schools have good facilities and trained teachers to enhance effective learning of English grammar thereby avoiding pidgin language and its effect in our students’ performance in English language.
The qualification of teachers in the area of language will also develop pupils’ ability to acquire and speak fluently, grammar both in school and at home. Oral and written exercise if properly handled by the teacher will create wonders in pupils’ performance in English language.
Poor environment up-bringing can discourage the pupils’ from learning the subject, so there is need for school heads to implement simultaneously so as to ban Pidgin English with its negative effect in the society.
