Making Nigerian English Pedagogy a Reality
Year: 2015
Type: article
Abstract: This study re-awakens the scholarly concept of Nigerian English (NigE) as a new English (NE). It has, howbeit, noted that NigE is not yet a subject-language. Domestication is identified and explicated in the study as the theoretical basis for the academically neglected NE. Hence, it highlights the indispensable need for NigE pedagogy as well as its constitutional entrenchment as the national language of Nigeria. NigE pedagogy is considered imperative in the study for its immense academic and other benefits the foremost of which include the reversal of the current massive failure in Standard British English (SBE) language and other subject examinations and the strengthening of national unity in the country. Underpinning the above benefits to prompt immediate implementation of its pedagogy is the fundamental postulation, that unless NigE is used for academic, research and everyday communication purposes, it will eternally be considered a mere scholarly concept, which invariably implies that Nigeria will remain perpetually under-developed, because a strong correlation exists between linguistic proficiency and overall national development. Consequently, the study proposes and expounds some modalities for its pedagogy, recommending that the pedagogy be anchored on M.A.K. Halliday’s Systemic Functional Theory (SFT), since as a NE, it is highly contextualized and the SFT emphasizes contextual and functional meanings.
Source: American journal of linguistics
Authors: Ndubuisi H. Onyemelukwe, Moses A. Alo
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1193188037