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PARENTAL INFLUENCE ON STUDENT LEARNING HAUSA AS A SECOND LANGUAGE

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[icon type=”icon-pencil”]: PARENTAL INFLUENCE ON STUDENT LEARNING HAUSA AS A SECOND LANGUAGE
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Keywords: PARENTAL INFLUENCE ON STUDENT LEARNING HAUSA AS A SECOND LANGUAGE


RESEARCH BODY

ABSTRACT

This study examined the influence of parental influence on student learning Hausa as a second language (A case study of Federal College of Education, Abeokuta). The population of the study were students selected in 100, 200 and 300level in Hausa Department in Federal College of Education, Abeokuta. 30 respondents were used for the study through random sampling techniques). The data collected were analyzed using simple percentage. The findings of this study revealed that parental influence of student learning Hausa as a second language has positive effect on her academic performance. It is however recommended that Parents/Lecturers should come up with teaching methods that are interactive to ensure that students are given an opportunity to interact with each other in Hausa language so that students can have good communication skills and schools should revamp their debating clubs. They should reward the winning teams so that they can nurture a competitive environment that will propagate the use of
Hausa language.

TABLE OF CONTENTS

CHAPTER ONE

INTRODUCTION                                                                                                   

1.1       Background of the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Significance of the Study

1.5       Research Question

1.6       Definition of Terms

CHAPTER TWO

2.1       Conceptual Framework

2.2       Mother Tongue

2.3       Second Language

2.4       Second Language Learning and Proficiency

2.5       The Teaching of Indigenous Second Languages

2.6       Parental Influence on Student Learning Hausa as a Second Language

CHAPTER THREE

RESEARCH METHODOLOGY                                                                          

3.1       Introduction

3.2       Area of Study

3.3       Research Design

3.4       Population and Sampling

3.5       Sample and Sampling Procedures

3.6       Research Instrument

3.7       Administration of Instruments

3.8       Method of Data Analysis

CHAPTER FOUR

4.0       Result and Data Analysis

CHAPTER FIVE

5.0       SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of the Findings

Conclusion

Recommendations

REFERENCES                                                                                                       

APPENDIX  

CHAPTER ONE

INTRODUCTION

1.1       Background of the Study

According to Sapir (2001) language is purely human and a non-instinctive method of communicating ideas, emotions and desires by means of the system of voluntarily produced symbols.

Also, language as seen by Biolinge (2008), is a system of vocal auditory communication pattern using conventional signs composed of arbitrary patterned sound units and essentials according to set when interacting with the experience of its users. Also, language is seen as a medium of communication through which individuals understand each other.

First language (L1) simply refers to one’s native language. It is also the language learnt by children and passes from one generation to the other. It is also the language that every child learn from birth.

A second language (target language) is any language learned after the first language. It is also a language other than the mother tongue that a person or community uses for education and administration. Again, second language is a non-native language officially recognized and adopted in a multilingual country as a means of public communication.Second language also known as the target language refers to an auxiliary language used primarily as a second language. (Adebayo, 2008).

Hausa (Yaren Hausa or Harshen Hausa) is the Chadic language (a branch of the Afroasiatic language family) with the largest number of speakers, spoken as a first language by about 35 million people, and as a second language by millions more in Nigeria, and millions more in other countries, for a total of at least 41 million speakers. Originally the language of the Hausa people stretching across southern Niger and northern Nigeria, it has developed into a lingua franca across much of western Africa for purposes of trade. In the 20th and 21st centuries, it has become more commonly published in print and online.Hausa belongs to the West Chadic languages subgroup of the Chadic languages group, which in turn is part of the Afroasiatic language family. (Dan Yaro, 2010)

Parental influence, mainly in the western world, has increasingly been gaining ground (Aremu 2005). But, in Nigeria, many parents do not realize the importance of their roles in schools and both practitioners and policy makers do not know how to facilitate parental influence in schools (Adeyemo, 2005). Research had shown that the children whose parents are involved in their schooling process tend to have fewer behavioural problems and better academic performance (Adeyemo, 2005). In Nigeria, many parents are not involved in the schooling process of their children. It is a common sight in many African countries to see children of school age involved in street hawking and trading after and during school hours. This brings about poor academic performance, absenteeism, failure to do home works and assignments and misbehaviours in schools. This statement means that parents were not very often involved in the school work of their children nor even considered an integral part of the schooling process. Morgan, (1996) stated that the concept parental influence means parents and teachers are working in a close partnership for the benefit of the child. Takanishi (1993) writes that parental involvement in the school forms a critical factor in a learner’s educational success in all the schooling process. Kinsler (2001) supports the preceding statements by saying that when parents are involved with their children’s learning they do better in schools. The Education White Paper 6 Department of Education, (2001) further states that parents provide opportunities for learning in homes and also have critical role as social partners in the schooling process of their children.

In Nigeria today, we have different types of languages which according to some researchers are about 179 (C. L. Temple). A source among these are Kurama and Hausa. Kurama people are mostly found in Lere Local Government of Kaduna State. These people have been together with Hausa in that area from time immemorial, they shared some cultural values together (Notes on the tribes of Northern Nigeria).Kurama people are known to be using Hausa as their second language irrespective of whether they can speak it fluently or not and the Hausa people in the area are aware of this.Seeing how researchers on language learning put less emphasis on barriers or problems facing language learners, the present research is intended to look into these barriers. A study research would be conducted on parental influence on student learning Hausa as a second language. (Dan Yaro, 2010)

1.2       Statement of the Problem

In acquiring second language is known to be faced with many barriers especially in student learning Hausa as a second language, whose tongue is stiff and whose acquiring abilities have already developed, even though, (Dulay and Burt, 2003)claimed that second language learners regardless of their age or first language background, acquire grammatical morphemes and structures ina similar sequence. From the above statement both adults and teenagers encountered the same problem in acquiring second language. So it is hoped that, this research will look into these barriers encountered by second language acquirer and also to answer the following question.

1.3       Purpose of the Study

The purpose of this study is to examine the parental influence on student learning Hausa as a second language (A case study of Federal College of Education, Abeokuta).

1.4       Significance of the Study

The first language, learned at home, is extremely important and forms the foundation for all later language development. Parents, family members and early childhood professionals are the most significant influences on the development and maintenance of the first language. This study suggests that knowing one language can help the child understand how other languages work. The maintenance of the first or home language is particularly important for the child’s development of a positive self-concept and well-being. Children who have the opportunity to maintain their first language can extend their cognitive development, while learning Hausa as a second language. Their level of competence in the second language will be related to the level of competence they have achieved in their first language. Children with a sound knowledge of their first language will be able to transfer skills from one language to another (Clarke, 2009). The focus of the case studies is on specific instances of L1 interference on L2 in the syntactic structures of the second language learner’s writing. The present study also identifies the effect of the differences and/or similarities between the structures of L1 and L2 on the target language. Many linguists and successful bilinguals argue that for multi-cultural societies to support the use of a first language in the learning of young bilinguals in schools is of high importance.

Since mother tongue education in the primary years suggests the best introduction to literacy which becomes useful in the acquisition of a second language (Hausa). Research on (Hausa) L2 acquisition displays that learning another language becomes less problematic, if a child masters the first language in the habits of speech, listening, reading and writing which can be transferred to the learning of the second language. Chaudron (2008) asserts that where the L2 is used as a medium of instruction, learners encounter problems because their task is threefold. Making sense of the instructional tasks presented in the second language, attaining linguistic competence required for effective learning to take place and facing with the problem of mastering the content itself. The report of (1953) UNESCO Committee shows that students learn quickly through their first language than an unfamiliar linguistic medium. As a result, it states that the best medium for teaching a child is the mother tongue through which children understand better and express themselves freely (TsitsiNdamba, 2008).

1.5       Research Question

  1. What are the effects of parental influence on student learning Hausa as a second language?
  2. What are the problems facing student that learning Hausa as a second language?
  3. What are the attitudes of parental influence on student learning Hausa as a second language?
  4. What arethe impacts of parental influence on student learning Hausa as a second language?
  5. How Parental influence contribute to the student academic achievement?

1.6       Definition of Terms

Parents: Parents including father and mother who begets or nurtures a child.

Influence: The power to control, affect or manipulate a particular thing.

First Language: The first language an individual acquires at an early age.

Mother Tongue Education: Mother tongue education is the education which uses a person’s
mother tongue as its medium of instruction.

Mother Tongue: Mother tongue is a language which a person acquires in early years and which
normally becomes their instrument of thought. In this paper, I am going to consider mother
tongue as the language of the catchment area since in the context under study, the vernacular
used is also the mother tongue.

Second Language: A language that an individual learns or acquires after acquiring the first
language.
Student:student or pupil is a learner or someone who attends an educational institution.

Learning:Learning is the act of acquiring new, or modifying and reinforcing existing knowledgebehaviorsskillsvalues, or preferences which may lead to a potential change in synthesizing information, depth of the knowledge, attitude or behavior relative to the type and range of experience.

Keywords: PARENTAL INFLUENCE ON STUDENT LEARNING HAUSA AS A SECOND LANGUAGE



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