EUROPEAN LANGUAGE AND ITS IMPACT ON THE EDUCATION OF THE NIGERIAN CHILD

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dc.contributor.authorOluremi Mabel Awogbade
dc.contributor.authorHamsatu Saleh
dc.contributor.authorKhadija lyabo Tijani
dc.date.accessioned2025-03-12T12:45:52Z
dc.date.available2025-03-12T12:45:52Z
dc.date.issued2022
dc.description.abstractEvery system of education is designed to achleve specific aims and objectives. The science and art teaching (pedagogy) adopted by any educational system will therefore reflect the methodology that best promotes and entrenches the objectives of such system of education. Relating this to the education of the Nigerian child will entail appreclating the colonial underpinning of the kind of educational system which the colonialist deliberately articulated in order to promote European ideals - which consciously or unconsciously discouraged cultural affirmation In thinking, thoughts and creative endeavours of the Nigerian child. This paper focuses on identifying elements of Europeanism in language used at the inception and the techniques of perpetrating or fostering them in the education of the Nigerian child. Two hundred primary school pupils randomly selected from private schools and fifteen teachers were involved in the study. The research instrument includes two sets of questionnaires: one for the teachers and the other for the pupils. Data collected were analysed using population indices, and major findings reveal high level of European inclination on language and low cultural affirmation of the pupils. It also reveals low understanding of indigenous language by the children. The findings indicate that European language for pedagogy at the initial stage of Nigerian child education diminishes the social construct of their identity.
dc.identifier.isbn978-978-784-522-6
dc.identifier.urihttps://kwasuspace.kwasu.edu.ng/handle/123456789/4616
dc.language.isoen
dc.titleEUROPEAN LANGUAGE AND ITS IMPACT ON THE EDUCATION OF THE NIGERIAN CHILD
dc.typeArticle
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