Tower of Babel: Educating an ethno-linguistically diverse Nigeria

Tower of Babel: Educating an ethno-linguistically diverse Nigeria

Abstract

This thesis contributes to our understanding of Nigerian teachers’ beliefs about Language of Instruction (LoI) and Language-in-Education policy (LiEP) and the extent to which their beliefs are reflected in their classroom practice. I conducted participant, unstructured and overt classroom observations with 10 primary school teachers in a private primary school in Abuja, Nigeria. I analyse the data using thematic analysis, but I am influenced by Grounded Theory (GT) and Critical Discourse Analysis (CDA). I argue that LoI and LiEP are contextually dependent;  that an understanding of why language policies are not being implemented requires a better knowledge of teachers’ cognition (i.e. beliefs) and pedagogical practice. This has important implications for LiEP implementation and the learning experiences of primary school students in Nigeria.

Keywords: primary school, teacher's beliefs, thematic analysis, language of instruction, Nigeria.

Will publish a summary in a bit!