The Role of Pidgin as a Means of Communication in Unifying Students

1.0 Introduction

1.1 Background of Study

Pidgin languages have historically emerged as a result of contact between speakers of different native languages, particularly in trade, colonization, and multicultural societies (Holm, 2000). Pidgin English, specifically, developed along the West African coast during the 17th and 18th centuries as a medium of communication between European traders and indigenous Africans (Elugbe & Omamor, 1991). Over time, Nigerian Pidgin (NP) evolved beyond trade and became an integral part of social interaction, transcending ethnic and linguistic barriers (Faraclas, 1996). Pidgin English gained prominence in Nigeria during the colonial era, when it facilitated communication between the British colonial administrators and the local population (Mensah & Ogunmodimu, 2019). As formal education expanded, students from various ethnic groups were brought together in secondary schools and universities, where Pidgin naturally became a common means of communication. Its widespread use among students is attributed to its simplicity, adaptability, and neutrality, which make it an effective tool for fostering unity and inclusivity (Ogu, 1992).

The role of Pidgin in student communities became more pronounced in the post-independence period, as educational institutions increasingly admitted students from diverse linguistic backgrounds. The language evolved beyond casual conversations and began to feature in discussions related to academics, politics, and social movements among students (Akande, 2008). Today, Pidgin remains a key element of campus culture, serving as a unifying force that enables students from different regions of Nigeria to interact freely and express their shared experiences (Bamgbose, 2011).

In Nigeria, where over 500 languages are spoken, Nigerian Pidgin (NP) has evolved as a lingua franca, cutting across ethnic, cultural, and social divides (Elugbe & Omamor, 1991). The use of Pidgin is particularly evident in tertiary institutions, where students from diverse linguistic backgrounds converge. As a common language, Pidgin facilitates interaction among students, allowing them to engage in academic discussions, social interactions, and informal conversations with ease (Faraclas, 1996). Language is a fundamental tool for communication, facilitating the exchange of ideas, emotions, and knowledge. One such linguistic phenomenon is Pidgin, a simplified language that emerges from the interaction of speakers of different native languages. Pidgin serves as a bridge, enabling communication among diverse linguistic groups (Holm, 2000).

According to Todd (1990), Pidgin is a reduced language that arises when speakers of different native languages need a common medium for interaction but do not share a fully developed language (Todd, 1990). In Nigeria, Nigerian Pidgin (NP) has evolved into a widely spoken lingua franca, particularly among students in tertiary institutions. It fosters unity, facilitates interaction, and promotes social cohesion among individuals from diverse ethnic and linguistic backgrounds (Elugbe & Omamor, 1991). Due to its accessibility and adaptability, Pidgin serves as a neutral and unifying medium, reducing language barriers among students who may not share a common indigenous language (Faraclas, 1996). Therefore, this study explores the role of Pidgin as a means of communication in unifying students.

1.2 Statement of Problems

Investigation revealed that the use of Pidgin as a means of communication among students is both a unifying force and a subject of academic debate. While it serves as a bridge between individuals from diverse linguistic backgrounds, its role in student interactions raises concerns about its impact on formal education and language proficiency (Elugbe & Omamor, 1991). Many students find it easier to express themselves in Pidgin than in Standard English, leading to questions about whether its widespread use affects academic performance and the mastery of formal language structures (Akande, 2008).

Furthermore, some educators and policymakers believe that the dominance of Pidgin in student conversations is contributing to the erosion of Standard English, which remains the official language of instruction (Bamgbose, 2011). Others argue that while Pidgin promotes inclusivity and breaks communication barriers, it is often associated with informality and lacks the prestige of indigenous or official languages, leading to stigmatization in academic and professional settings (Mensah & Ogunmodimu, 2019). It is against the backdrop that this study seeks to examine the role of Pidgin as a means of communication in unifying students.

1.3 Aim and Objectives of Study

The aim of this study is to examine the role of Pidgin as a means of communication in unifying students. To achieve this aim, the study seeks to:

1. Analyze the extent to which Pidgin is used among students from diverse linguistic backgrounds.
2. Investigate how Pidgin fosters unity and social integration among students in higher institutions.
3. Examine the influence of Pidgin on students' academic communication and comprehension.
4. Identify the perceptions of students and educators regarding the use of Pidgin in academic and social interactions.
5. Explore the potential effects of Pidgin on language development and formal linguistic proficiency.

1.4 Research Questions

Based on the stated objectives, this study seeks to answer the following research questions:

• To what extent is Pidgin used among students from diverse linguistic backgrounds?
• How does Pidgin foster unity and social integration among students in higher institutions?
• What influence does Pidgin have on students' academic communication and comprehension?
• How do students and educators perceive the use of Pidgin in academic and social interactions?
• What are the potential effects of Pidgin on language development and formal linguistic proficiency?

1.5 Research Hypothesis

Based on the stated objectives, the following hypotheses are formulated:

• H₀1: The use of Pidgin has no significant impact on the unity and social integration of students.
• H₀2: Pidgin has a positive influence on students' academic communication and comprehension.
• H₀3: The use of Pidgin significantly enhances unity and social integration among students from diverse linguistic backgrounds

1.6 Significance of Study

The outcome of the research findings will help educators and policymakers recognize the importance of Pidgin in student interactions while addressing concerns about its impact on formal language proficiency. Additionally, students will benefit from this study as it will provide awareness of how Pidgin influences their academic and social lives. It will encourage discussions on language diversity and its role in fostering unity in multicultural learning environments.

Furthermore, linguists and researchers will find this study useful in further exploring the evolution of Pidgin and its influence on language development in Nigeria and beyond. It will contribute to the growing body of knowledge on sociolinguistics, particularly in multilingual societies where Pidgin plays a vital role in everyday communication.

1.7 Scope of the Study

The study will specifically target students and lecturers at the University of Lagos (UNILAG), Lagos State University (LASU), Yaba College of Technology (YABATECH), and Federal College of Education (Technical), Akoka. This research will explore the extent of Pidgin usage in both academic and non-academic settings, assess the perception of students and educators towards its influence, and analyze its impact on formal language proficiency. It will not extend to primary or secondary schools, nor will it cover Pidgin usage in non-educational sectors, as the primary focus is on its role in student communication and unity.

1.8 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Delays from Respondents: Many cooperative members had busy schedules and were unable to respond promptly to surveys and interviews. Some respondents needed repeated follow-ups before providing their inputs, which extended the research timeline beyond the initial plan.
2. Financial Constraints: This limited the ability to expand the study to more cooperatives across different locations. The cost of transportation, printing of questionnaires, and other logistics affected the number of cooperatives that were studied, reducing the diversity of the sample.
3. Time Constraints: Conducting a broader study across multiple states or regions would have required more time for data collection and analysis. The limited timeframe influenced the scope of the study, making it necessary to focus only on selected primary cooperatives in Lagos State, Nigeria.

1.9 Definition of Terms

Pidgin: Pidgin is a simplified form of language that develops as a means of communication between speakers of different native languages. It usually arises in multilingual environments where there is a need for a common language for trade, social interaction, or daily communication (Todd, 2004). In Nigeria, Nigerian Pidgin is widely spoken and serves as a bridge between people of diverse ethnic backgrounds.

Communication: Communication is the process of sharing information, ideas, and emotions between individuals or groups through verbal or non-verbal means (McQuail, 2010). In this study, communication refers to how students use Pidgin to express themselves and connect with one another.

Unification: Unification refers to the process of bringing people together and fostering a sense of oneness and belonging (Crystal, 2003). In the context of this study, unification means the role Pidgin plays in breaking language barriers and promoting inclusivity among students from different ethnic and linguistic backgrounds.

Students: Students are individuals enrolled in an educational institution for learning and personal development (Hornby, 2015).