CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
English language is the only medium of classroom instruction in Nigerian schools which has affected students’ academic performances greatly because the language is foreign to the students. Hence, student who has problem in communication skill may likely not do well academically (Olanipekun et al, 2014).
Imposing a language other than mother tongue in higher education is a form of linguistic dominance and mother tongue marginalization, countries like Finland, Japan etc use the first language in higher education and they are excelling in different fields without a need for English (Zumor, 2013), educational research suggests that the best medium of learning is one’s mother tongue and that, similarly engaging marginalized children in school through mother tongue based multilingual education (MTB-MLE) is a successful model (Benson and Kosonen, 2013).
Mother tongue based bilingual education also known as translation in the classroom environment aims to make the L2 more comprehensible for the learners have a positive impact on educational and learning outcomes. Bilingual education refers to the utilization of two languages as means of instruction for students and considered part of on the entire school curriculum. It involves teaching academic content in two languages with varying amounts of each language used in accordance with the program model. In this research study transitional bilingual educational program model was adopted.
A transitional bilingual education program is a teaching model with two main focuses: first to ensure that students master educational content in their primary language (native language), then to assist students in becoming fluent in the second language. The idea behind this method is that students who are first fluent in their native language are more capable of becoming fluent in a foreign language – usually English. The skills they learn in their native language can be translated into the second language. Mehisto (2012) suggest that there are potential benefits to individuals, schools, and societies in being bilingual for example: increased mental flexibility, improved inter-cultural skills, and increased opportunities for global exchange and trade.
Mother tongue as a medium of instruction promotes and improves the quality of education by building on the knowledge and experience of both students and teachers. UNESCO believes and supports findings of students showing evidence that mother tongue instruction is a key factor for literacy and learning. L1 clasroom allow students to express themselves, contributes to discussions and develop their intellects as conversation are carried out in a familiar language. Bamgbose (2004) concludes that teaching in the learner’s language is more effective than teaching in English.