Teacher's experiences of using Yuroba as a medium of instruction in primary classes : implications for learning

Abstract

Yoruba is one of the three major languages recognised by the government of Nigeria as a medium of instruction at school. It is the language of the people living in the Southwestern part of Nigeria. As part of the Nigerian government’s responsibility to promote indigenous language as a medium of instruction in schools, the National Policy on Education (FGN, 2004) stipulates that the first three years of primary education should be taught in learners’ mother tongue. This study was aimed at investigating how teachers experience the use of Yoruba as a medium of instruction in primary classes. Furthermore, the study wanted to determine if these experiences promote learning or not. The study was qualitative in nature and made use of a case study research design. Ten teachers participated in the study and two primary schools were purposively selected. Teachers were interviewed and observed during teaching to determine how they experienced the teaching of Yoruba in primary classes. The study was premised on the theoretical framework and related concepts which included the two schools of thought that argue for and against the use of mother tongue in teaching and learning. Concepts of culture, lived experiences and funds of knowledge were also examined from this perspective. The theories of identity and empowerment were examined to support the study. The data were analysed through themes which were categorised into subdivisions. From these themes and categories two main groups emerged, namely a positive and negative group. The positive group outweighed the negative group. Teachers were passionate about Yoruba through their identification with the language in the way they dressed and styled their hair. They transmitted the values in the language to learners through songs, riddles, rhymes, proverbs and excursions to traditional places. In conclusion, the teacher as the facilitator of knowledge was examined through interview and observation. The results revealed that primary school teachers used in the study experienced many challenges while using Yoruba as a medium of instruction in schools but despite these challenges, they were able to teach Yoruba effectively. It is recommended that the training of indigenous language teachers need to be intensified and encouraged. The government should provide enough policy documents for schools for teachers to understand the stipulations regarding the use of the mother tongue as a medium of instruction in the document and be up to date. The government should also embark on the production of relevant textbooks in indigenous languages for teaching in primary schools in Nigeria.