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PROBLEMS AND PROSPECTS OF TEACHING AND LEARNING ẸDO LANGUAGE IN SCHOOLS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The teaching and learning of indigenous languages play a crucial role in preserving cultural heritage and fostering linguistic diversity. In the context of Nigeria, the Ẹdo language is one such indigenous language that faces several challenges and holds numerous prospects in schools. This abstract provides a brief overview of the problems and prospects associated with teaching and learning Ẹdo language in schools.
The problems related to teaching and learning Ẹdo language in schools can be categorized into four key areas: curriculum and instructional materials, teacher availability and training, student attitudes and motivation, and societal attitudes and language shift. Firstly, the lack of standardized curriculum and instructional materials poses a significant challenge. The absence of comprehensive textbooks, workbooks, and teaching aids limits effective instruction and hampers student engagement. Secondly, the scarcity of qualified teachers who are proficient in the Ẹdo language is a significant obstacle. Inadequate teacher training programs and low incentives for language teachers further contribute to this issue. Thirdly, student attitudes and motivation towards learning the Ẹdo language are often influenced by societal perceptions. Negative attitudes towards indigenous languages and a preference for English or other dominant languages can impact student enrollment and commitment. Lastly, the increasing language shift towards English as the medium of instruction and the wider use of global languages in various domains pose a threat to the survival and relevance of the Ẹdo language.
Despite these challenges, the teaching and learning of Ẹdo language in schools also hold promising prospects. Firstly, recognizing the importance of preserving cultural heritage and linguistic diversity, there is an increasing awareness and advocacy for the inclusion of indigenous languages in the curriculum. This has led to efforts in curriculum development and the promotion of Ẹdo language teaching. Secondly, the advent of technology and digital resources has opened up new avenues for language learning. Online platforms, mobile applications, and e-learning resources can enhance accessibility and engagement in Ẹdo language instruction. Thirdly, community involvement and support are crucial for the sustainability of Ẹdo language education. Collaboration between schools, local communities, and language experts can create a conducive environment for teaching and learning Ẹdo language. Lastly, fostering positive attitudes towards indigenous languages and promoting awareness of the cultural and economic benefits can influence student motivation and participation.
In conclusion, the teaching and learning of Ẹdo language in schools face significant challenges related to curriculum, teacher availability, student attitudes, and societal attitudes. However, there are promising prospects, including curriculum development, technological advancements, community involvement, and changing perceptions, that can contribute to the revitalization and preservation of the Ẹdo language. Efforts in addressing these challenges and capitalizing on the prospects can create a sustainable framework for teaching and learning Ẹdo language in schools, ensuring its continued relevance and vitality in the face of globalization and language shift.
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