The Use of Mother-Tongue, Effective Teaching and Learning in Primary Schools

1.0 Introduction

1.1 Background of Study

In the mid-20th century, research by Jim Cummins advanced the understanding of how mother-tongue education supports academic achievement. Cummins (2000) argued that students who receive instruction in their native language are better equipped to develop literacy skills and conceptual understanding, which can transfer to other languages as they learn. His work emphasized the cognitive benefits of maintaining mother-tongue literacy while learning additional languages.

The late 20th and early 21st centuries saw increasing recognition of the role of mother-tongue education in global educational discourse. International organizations, including UNESCO, have advocated for mother-tongue instruction as a means to improve educational equity and quality (UNESCO, 2003). Historically, mother-tongue instruction has been recognized for its role in enhancing educational outcomes, particularly in early childhood education. The argument for mother-tongue education is grounded in the belief that learning in a child’s first language facilitates better understanding and cognitive development (Cummins, 2000).

In many countries, especially those with diverse linguistic populations, the medium of instruction often shifts from mother-tongue to a national or foreign language as children advance in their education. This transition can create barriers to learning and impede academic performance, particularly in primary school settings where foundational skills are established (García, 2009).

Research indicates that when students are taught in their native language, they tend to perform better academically and exhibit higher levels of engagement (Baker, 2011). Despite these benefits, the implementation of mother-tongue education faces numerous challenges. These include limited resources, insufficient teacher training, and lack of supportive educational policies (Hornberger, 2005). The effectiveness of mother-tongue instruction also depends on the availability of relevant teaching materials and the integration of cultural context into the curriculum (Murray, 2014).

Mother-Tongue Education refers to the practice of teaching students in their first language or native language. Research indicates that instruction in a child’s mother-tongue supports better comprehension and academic achievement, particularly in early education. The use of mother-tongue in primary education has been widely recognized as a crucial factor in effective teaching and learning. Research suggests that when children are taught in their native language, they are better able to grasp fundamental concepts and develop a strong foundation in literacy and numeracy (Cummins, 2000). This approach not only facilitates better comprehension but also enhances student engagement and retention of knowledge (García, 2009).

In many educational contexts, particularly in multilingual societies, the implementation of mother-tongue instruction presents unique challenges and opportunities. Effective teaching strategies that integrate the mother-tongue can bridge cultural gaps and create a more inclusive learning environment (Hornberger, 2005). Despite the recognized benefits, the practical application of mother-tongue education varies significantly across different regions and educational systems. Factors such as teacher preparedness, curriculum design, and policy support play pivotal roles in determining the effectiveness of mother-tongue instruction (Murray, 2014).

Research indicates that instruction in a child’s mother-tongue supports better comprehension and academic achievement, particularly in early education. The use of mother-tongue in primary education has been widely recognized as a crucial factor in effective teaching and learning. Research suggests that when children are taught in their native language, they are better able to grasp fundamental concepts and develop a strong foundation in literacy and numeracy (Cummins, 2000). This approach not only facilitates better comprehension but also enhances student engagement and retention of knowledge (García, 2009). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Use of Mother-Tongue, Effective Teaching and Learning in Primary Schools.

1.2 Statement of Problems

Investigation revealed that the use of mother-tongue instruction in primary schools presents several challenges that impact its effectiveness in teaching and learning. One major issue is the limited availability of teaching resources in many indigenous languages, which hampers the ability to deliver a comprehensive curriculum in the mother-tongue (Baker, 2011). This shortage of materials often forces educators to rely on less effective or makeshift resources, affecting the quality of instruction.

Another significant problem is the inadequate training and professional development for teachers in bilingual or multilingual settings. Many teachers lack the necessary skills and knowledge to effectively implement mother-tongue instruction and integrate it with other language learning (Cummins, 2000). This gap in training can lead to inconsistent application of instructional practices and reduced educational outcomes.

Furthermore, educational policies in many regions do not adequately support mother-tongue instruction. Policy gaps and lack of commitment to linguistic diversity often result in insufficient funding and institutional support for mother-tongue programs (Hornberger, 2005). This lack of policy backing can undermine the sustainability and effectiveness of mother-tongue education initiatives. Hence, it is against this backdrop that this study aims to examine the use of mother-tongue, effective teaching and learning in primary schools.

1.3 Aim and Objectives of Study

The aim of the study is to examine the use of mother-tongue, effective teaching and learning in primary schools. In achieving this aim, the following specific objectives were laid out as follows:

1. To identify the challenges faced by educators in implementing mother-tongue instruction and assess the adequacy of available teaching resources.
2. To evaluate how mother-tongue instruction influences students' academic performance and engagement in primary schools.
3. To analyze the effectiveness of current mother-tongue teaching practices and their integration with broader educational goals.
4. To explore the perceptions and experiences of teachers, students, and parents regarding mother-tongue education.
5. To propose recommendations for improving mother-tongue instruction based on findings and best practices from successful implementations.

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 mother-tongue instruction impact students' academic performance and engagement in primary schools?
• What are the main challenges faced by educators in implementing mother-tongue instruction in primary schools?
• To what extent do existing teaching resources support effective mother-tongue instruction?
• How do teachers, students, and parents perceive the effectiveness and value of mother-tongue education?
• What strategies can be recommended to improve the implementation and effectiveness of mother-tongue instruction in primary schools?

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.

• H₀1: Mother-tongue instruction significantly improves students' academic performance and engagement in primary schools compared to instruction in a second language.
• H₀2: Teachers face significant challenges in implementing mother-tongue instruction, including insufficient teaching resources and inadequate training.
• H₀3: There is a positive correlation between the availability of appropriate teaching resources and the effectiveness of mother-tongue instruction in primary schools.

1.6 Significance of Study

The study on "the use of mother-tongue, effective teaching and learning in primary schools" will provide educators with evidence-based strategies to enhance teaching practices and improve student outcomes through mother-tongue instruction.

1. It will offer policymakers valuable insights for developing supportive educational policies and allocating resources more effectively to promote linguistic diversity in schools.
2. The findings will help parents understand the benefits of mother-tongue education, thereby fostering greater support and involvement in their children’s learning processes.
3. For school administrators, the study will present practical recommendations for implementing and managing mother-tongue programs efficiently.
4. Additionally, the research study will contribute to the academic community by expanding knowledge on the impact of mother-tongue instruction and guiding future research in the field of education.

1.7 Scope of Study

The scope of the research is focused on the use of mother-tongue, effective teaching and learning in primary schools using Suleja Local Government Area of Niger State as a case study.

1.8 Limitations of the Study

The study on "the use of mother-tongue, effective teaching and learning in primary schools" faced several limitations.

1. Insufficient data was a significant constraint, as limited availability of comprehensive records on mother-tongue education affected the depth of the analysis.
2. Frequent power failures in some regions disrupted data collection and processing, impacting the timeliness of the research.
3. Delays from respondents in providing feedback and completing surveys also hindered the efficiency of data gathering.
4. Additionally, financial and time constraints restricted the scope of the study, limiting the extent of fieldwork and the number of schools that could be included.

1.9 Definition of Terms

For the study on "the use of mother-tongue, effective teaching and learning in primary schools," the following terms are defined:

Mother-Tongue Education:

It refers to the practice of teaching students in their first language or native language. Research indicates that instruction in a child’s mother-tongue supports better comprehension and academic achievement, particularly in early education (Cummins, 2000).

Effective Teaching:

It is characterized by instructional methods that enhance learning outcomes and student engagement. It involves the use of strategies and resources that cater to students' needs and promote understanding (Hattie, 2009).

Primary Schools:

They are educational institutions that provide foundational education to young children, typically from ages 6 to 12. These schools focus on basic literacy, numeracy, and social skills (UNESCO, 2014).