ABSTRACT
The use of Pidgin English in the Nigerian context has gone
beyond verbal communication to become more of a mode of behaviour as its
expression has moved from informal conversation to formal situations.
This above scenario necessitated this study which investigates the
effects of Pidgin English on Standard English usage among selected
secondary schools in Eha-Amufu in Isi-Uzo L. G. A. Using the descriptive
research design and the questionnaire as the research instruments, data
were collected from a sample of 200 students and 35 teachers from four
selected secondary schools in Eha-Amufu. Also, copies of the written
essays of the selected students were analysed to complement results from
the questionnaire. Findings reveal that the use of Pidgin English is
traceable to the students’ homes. However, the finding that students do
not use Pidgin English in their written essays were largely contradicted
by the avalanche of Pidgin English usage found in the written essays of
the students which also reveal an adverse effect of Pidgin on Standard
English both in spelling and contextual usage. The researcher,
therefore, concludes that the use of Pidgin English creates a form of
identity among students and hence recommends that constant monitoring
and evaluation of language use in teaching and learning in Nigeria will
help check the trend of usage of Pidgin English which will guide policy
making aimed at addressing this ugly trend.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Language in multilingual societies such as Nigeria has always been a
matter of concern to educators, educational planners and parents
especially with regard to its appropriate use in communication. The
English language is
the medium of instruction in
all Nigerian educational institutions at all
levels. This is the basis for
Olaore’s comments, “…
in the countries
language policy, the fact that for a long time to come, English
will continue to play a prominent role in the socio-economic and
political development in Nigeria as the language of administration,
politics, industry, education, science and technology is of paramount
importance,’ (21).
The English language, to a large extent, functions as a second
language in Nigeria. Although Nigeria is believed to have more than four
hundred (400) languages with over two hundred and fifty (250) ethnic
groups, (Emenanjo, 73), the English language is the only language used
for all forms of official transaction. Despite the central role the
English language has been playing in communication process nationwide,
the language excludes the majority of uneducated Nigerians who live in
rural
communities.