1.0 Introduction
1.1 Background of Study
Language is a critical tool for human communication, cultural expression, and knowledge transmission. In Nigeria, a linguistically diverse country with over 500 languages, Nigerian Pidgin English (NPE) has emerged as a widely spoken lingua franca, transcending ethnic and linguistic boundaries (Faraclas, 2004). NPE, a creole-like language, incorporates elements of English, indigenous languages, and other foreign influences, making it a flexible medium of informal communication among individuals from various socio-cultural backgrounds (Igboanusi, 2008). In tertiary institutions, the use of Nigerian Pidgin English is widespread among students, especially in casual and social interactions. This is partly due to its accessibility and its role in fostering a sense of belonging and identity among students from diverse regions (Akande & Salami, 2010). However, while NPE promotes inclusivity and ease of communication, its increasing prevalence has raised concerns about its effects on academic performance, linguistic development, and the mastery of Standard English, which remains the official language of education in Nigeria.
Several studies have highlighted the dual nature of Nigerian Pidgin English in educational settings. While it serves as a medium for informal peer learning and socialization, it can also interfere with students' ability to switch appropriately between informal and formal language registers (Igboanusi, 2008). This linguistic interference has implications for students' academic writing, public speaking, and overall linguistic competence, potentially affecting their academic success and professional prospects.
Language serves as a fundamental tool for communication and plays a pivotal role in educational development. In Nigeria, the coexistence of numerous languages has given rise to Nigerian Pidgin English (NPE), a lingua franca widely used for informal communication. Nigerian Pidgin English is a blend of English, local languages, and other linguistic influences, often regarded as a practical medium for bridging communication gaps among individuals with diverse linguistic backgrounds (Igboanusi, 2008).
The pervasive use of Nigerian Pidgin English has become increasingly evident within tertiary institutions, where it is commonly used among students for peer interactions, socializing, and informal learning activities. However, while it fosters inclusivity and ease of communication, concerns have emerged regarding its potential impact on students' academic performance and proficiency in Standard English (Akande & Salami, 2010).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the effects of Nigerian pidgin English on students of tertiary institution.
1.2 Statement of Problems
Investigation revealed that the widespread use of Nigerian Pidgin English (NPE) among students in tertiary institutions is raising concerns about its implications for academic performance and linguistic development. While NPE serves as a unifying language that fosters communication and social interaction among students from diverse linguistic backgrounds, its prevalence is creating challenges in formal academic settings. Students who frequently rely on NPE for communication often struggle with their proficiency in Standard English, which is the primary medium of instruction and assessment in Nigerian tertiary institutions (Igboanusi, 2008).
Furthermore, the informal nature of NPE often seeps into formal academic work, resulting in grammatical errors, non-standard expressions, and a lack of coherence in communication. This is impacting students' ability to articulate ideas effectively and meet the expectations of academic rigor (Akande & Salami, 2010).
Additionally, the dominance of NPE in social interactions is diminishing the opportunities for students to practice and develop their Standard English skills, which is essential for professional growth and global competitiveness. It is against the backdrop that this study seeks to address these problems by evaluating the effects of Nigerian pidgin English on students of tertiary institution.
1.3 Aim and Objectives of Study
The aim of the study is to examine the effects of Nigerian Pidgin English on students of tertiary institutions. The specific objectives of this study are to:
- Examine students' ability to code-switch between Nigerian Pidgin English and Standard English in formal settings.
- Explore the role of Nigerian Pidgin English in fostering social interactions and inclusivity among students.
- Assess the impact of Nigerian Pidgin English on students' academic writing and oral communication.
- Investigate the influence of Nigerian Pidgin English on students' proficiency in Standard English.
- Evaluate the potential long-term implications of Nigerian Pidgin English usage on students' professional development.
1.4 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- How does the use of Nigerian Pidgin English influence students' proficiency in Standard English?
- What is the impact of Nigerian Pidgin English on students' academic writing and oral communication?
- In what ways does Nigerian Pidgin English contribute to social interactions and inclusivity among students in tertiary institutions?
- How proficient are students in code-switching between Nigerian Pidgin English and Standard English in formal settings?
- What are the potential long-term implications of Nigerian Pidgin English usage on students' professional development?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: Pidgin English does not have any significant effect on the academic performance of tertiary students.
- H1: Pidgin English has a significant effect on the academic performance of tertiary students.
1.6 Significance of Study
The findings will contribute to the understanding of how Nigerian Pidgin English fosters social inclusivity among students while also identifying potential challenges it poses to their ability to communicate effectively in formal settings. This will help educators and policymakers develop strategies to balance the use of Nigerian Pidgin English and the promotion of Standard English within educational environments.
Furthermore, the study will offer recommendations for students on improving their ability to code-switch between informal and formal language contexts, enhancing their communication skills and readiness for professional life.
Lastly, this research will add to the growing body of knowledge on language use in Nigeria and its implications for education and society.
1.7 Scope of Study
This study will focus on tertiary institutions in Lagos State, Nigeria, examining the use of Nigerian Pidgin English among students within this region. Lagos, being a major educational and cultural hub in Nigeria, offers a diverse linguistic environment, with students from various ethnic backgrounds using Nigerian Pidgin English as a medium of communication.
The research will primarily target undergraduate students in selected universities and polytechnics within Lagos State, exploring the impact of Nigerian Pidgin English on their academic performance, communication skills, and social interactions.
1.8 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.9 Definition of Terms
Nigerian Pidgin English (NPE):
Nigerian Pidgin English, often referred to simply as Pidgin, is a widely spoken creole language in Nigeria that blends English vocabulary with elements of indigenous African languages. It evolved as a means of communication between English-speaking colonizers and various ethnic groups, developing over time into a distinct linguistic system (Faraclas, 2004). In contemporary Nigeria, NPE serves as a lingua franca, bridging communication gaps between people from different linguistic backgrounds.
Tertiary Institution:
Tertiary institutions refer to higher educational establishments, including universities, polytechnics, and colleges of education, where students pursue advanced academic studies after completing secondary education. These institutions play a vital role in shaping the academic, social, and professional development of students (Igboanusi, 2008).
Standard English:
Standard English is the formal, grammatically correct version of the English language used in academic, professional, and official settings. It is characterized by its adherence to established grammatical rules and conventions, serving as the standard form of communication in educational institutions and formal interactions (Akande & Salami, 2010).
Code-switching:
Code-switching is the practice of alternating between two or more languages or dialects within a conversation, depending on the social context and communicative needs. In the case of Nigerian students, code-switching typically involves switching between Nigerian Pidgin English and Standard English, depending on the setting and audience (Igboanusi, 2008).
Academic Performance:
Academic performance refers to the level of achievement a student attains in their studies, typically measured through grades, test scores, assignments, and overall academic progress. Effective communication, particularly in Standard English, plays a crucial role in a student's academic success, especially in higher education (Faraclas, 2004).
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