INHIBITIONS TO ENGLISH LANGUAGE PROFICIENCY IN KADUNA STATE COLLEGE OF EDUCATION GIDAN-WAYA
1.1 BACKGROUND OF THE STUDY
By 1970 more Advanced Teachers Colleges (ATC) had already been established in order to speed up teachers production because government realized that the country had depended too much on expatriate teachers is post-primary institutions. Both the state and Federal Government considered this situation very undesirable. This was worsened by the expansion of the educational programme of which Universal Primary Education (UPE) was only the beginning.
The Kaduna State Government under the leadership of Governor Usman Jibril established a state Advanced Teachers College in April 1977 with an initial intake of 180 students. Although budget estimates were made for the college in the 1976/77 fiscal year, nothing was spent on the college. The appointment of the principal Mr. Paul Turton and staff was effective from 4th April 1977 and the college was opened on 30th April 1977.
The first intake consisted of ninety (90) Arts and fifty (50) science students but the college was able to admit only thirty five (35) science students. The balance was made up from the Arts. The reason may not have been unconnected with the role of Grade II teachers colleges, which were Arts-oriented.
The college was established in order to provide training in Arts, language, sciences, vocational and technical education which could lead to the award of the Nigerian Certificate in Education (N.C.E). The college was affiliated to Ahmadu Bello University Zaria in 1978, for the purpose of moderation, standardization of examination, courses and syllabuses and for the purpose of professional acceptability. In 1983, the college was approved to run degree programmes and the name was changed from Advanced Teachers College Kafanchan to Kaduna State College of Education Gidan-Waya. In the same year when the degree programmes were to be implemented, the college was moved to its permanent site in Gidan-Waya in 1995.
Hausa was among the pioneer subjects or courses offered by the college. It had the following combination; Hausa/Islamic; Hausa/Yoruba; Hausa/Social Studies; Hausa/History; Hausa/Arabic Studies; Hausa/French and a total of 34 students of different Hausa combination graduated in 1980. Since its inception, the department has had 18 sets of students but the college programmes were only recently reviewed, assessed or evaluated. The crux of the matter then is that there is a deliberate absence of course combinations which include English Language. The preponderance of Hausa based courses seem to suggest that the language is the medium of instruction. This however is not the case. Indeed, in the 1970s English was and still is the official languagE