Relevance of Igala language in education:
abdul at December 28th, 2012
Studies by psychologists have shown that,
“while children acquire languages efficiently, adults learn them inefficiently. Taylor (1978), Jesperson (1922) and Brown (1973) have advanced socio¬psychological and neurophysiological factors to account for why acquiring and learning a language differ”.
The relevance of learning Igala Language in the school system can therefore not be overstressed. A first language for a child is a tool which he intimately uses in all his daily activities and interactions with his peers, members of his family and immediate neighborhood.
Omo-Ojugo (1989) In support of Taylor (1978) has identified the following basic socio-psychological factors which make it possible for children to acquire language and have proper communicative competence in it:
with the adoption of Igalapedia dream into the educational system of Igala land, it implies that invariably the greater number of Igala pupils in the school system, will have the opportunity to be taught in simple and concrete terms the basic concepts, especially in the Sciences and other subject matter in the curricula that have hitherto proved difficult for pupils in the adopted English language.
This point has been evidently buttressed by the research of Ali (1983). He states that:
“The problem of English language use and comprehension continue to militate against the efforts of science education in Nigeria. An implication derived from this conclusion relates to the need to enrich Nigerian languages so that they can be used in combination with English, for teaching Science more effectively”.
The relevance of the child’s mother-tongue as a medium of instruction, especially in science study, has also been noted by Aigbomian, (2002) He notes that:
“The official medium of instruction in our secondary schools is English language, which is a second language. Students whose mother-tongue is not English find it difficult to appreciate the meaning of a concept. There are problems of linguistic interference and that of adequate conceptualization of what certain experiences mean in a second language being studied”.
Sociologically, noted by Omo-Ojugo (1991) and I quote,
“the mother-tongue, is a means of identification among the members of a given community to which the child belongs. Educationally, the child learns more quickly through it than through an unfamiliar linguistic medium”.
Notes – UNESCO (1953). Culturally,
“it is in the mother-tongue, that the child learns the norms, modes and the ways of life of his people which constitute their cultural heritage. A knowledge of the mother tongue, brings with it an understanding of the depth and complexity of traditional ideas and beliefs, and appreciation of the richness of traditional art”.