Browsing by Author "De Campos, Elisabeth"

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    Another Look at the National Policy on French Language in Nigeria Using the Lenses of Nigerian Secondary School Teachers
    (Department of Foreign Languages, University of Benin, Benin City, Nigeria., 2016-11) Olatunji, Samson Olusola; De Campos, Elisabeth
    The Nigerian Government, citing important benefits of French language to the country and its people, pronounced French the second official language and a compulsory school subject up to the end of senior secondary education about two decades ago. This paper reports the survey conducted to assess the degree of implementation of these twin policy pronouncements as regards French from the points of view of one hundred and thirty-seven teachers in the languages departments of secondary schools got through multi-stage sampling procedure from eight local government areas of Oyo state. The data collected through copies of a self-constructed twelve-item questionnaire that yielded 93.4 Cronbach alpha validity were analysed with frequency counts, percentages and column charts to answer three research questions. The findings show the respondents’ appalling degree of ignorance of the policy, inadequate level of interest in the language and Government’s non-commitment to the implementation of the language policy. Appropriate recommendations are then made.
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    Appraising Non-Governmental Interventions’ Roles in Increasing Access to the Study of Selected International Languages at the University Level in Nigeria
    (Faculty of Education, University of Port-Harcourt, Nigeria, 2016-10) De Campos, Elisabeth; Olatunji, Samson Olusola; Yusuf, Mujitaba Bature; Yusuf, T
    The most popularly adduced reason for the advent, establishment and licensing of non-governmental universities in Nigeria is the need to increase access to tertiary education for the teeming population of university admission seekers that possess the pre-requisites but are unable to secure admission just because of inadequate space. Taking cognizance of the fact that non-governmental university proprietors are entrepreneurs that have profit making as a legitimate goal, it should not be unexpected that they would prefer only the course that their market surveys show as most sought after and neglect the ones that are less patronized. This then puts a question mark on the place of access provision which the non-governmental university proprietors would have the world believe as central to their motivation for venturing into the provision of university education. This study, based on proofs from relevant literature of the studies in English, French, German and Arabic languages to national development, sought to appraise the contributions of non-governmental Nigerian universities in increasing access to such disciplines. The survey adopted a multi-stage sampling procedure and collected data through visits to the websites of all non-governmental universities in the country and conducted interviews with relevant officers of sampled universities. Frequency counts and percentages were used in answering three research questions. The findings reveal an appalling general disinterestedness of non-governmental universities in providing access for prospective students of the languages as well as teacher preparation in them. Suggestions are made accordingly.
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    Diversity, Security and Development in Nigeria: A Re-examination of the Language Factor
    (Centre for Peace and Strategic Studies, University of Ilorin, Nigeria, 2015) Olatunji, Samson Olusola; De Campos, Elisabeth
    The paper critically examines the diverse nature of the Nigerian state in terms of language and cultural heritage, the security challenges violently threatening its continued existence and the issues of the country’s underdevelopment. It, through extensive literature review, examines the role of language in fostering national unity and development. The commonly held opinions about the role of the English language in the unification of the many ethnic nationalities that constitute Nigeria are also critically engaged. The Nigerian language policy is then juxtaposed with cases of multi-ethnic nations that thrive in unity in spite of their linguistic diversities and record impressive development through the multilingual policy implementation in education. The paper, therefore, while not disregarding the immense contribution of the English language to the welding of various nations to make the entity called Nigeria, advocates Government’s commitment to the entrenchment of the multilingual policy in Nigeria’s education system because doing so will not diminish but foster greater level of unity, better security and accelerated all-round national development.