The effect of bilingual education on morphological awareness in Nigerian English in Abuja
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Background of the study
Bilingual education in Abuja, where Nigerian English coexists with indigenous languages, has profound implications for morphological awareness. This study investigates how bilingual educational settings influence students’ ability to recognize and manipulate word-formation processes in Nigerian English. In bilingual classrooms, learners are exposed to multiple linguistic systems, which can enhance metalinguistic skills but may also lead to interference effects (Ibrahim, 2023). Morphological awareness—the understanding of affixation, compounding, and derivation—is essential for reading and writing proficiency. Classroom observations and standardized tests indicate that bilingual instruction can improve awareness if instructional strategies explicitly target morphological skills (Okafor, 2024). However, inconsistencies in curriculum design and teacher preparedness often result in varied outcomes. This research examines the interplay between bilingual pedagogy and morphological awareness by analyzing test scores, conducting teacher interviews, and assessing classroom practices. The aim is to determine effective approaches that promote robust morphological competence in Nigerian English, thereby enhancing overall literacy (Uche, 2025).
Statement of the problem
Despite the potential benefits of bilingual education for developing morphological awareness, empirical research on its effects in Nigerian English classrooms in Abuja is limited. Preliminary studies suggest that while bilingual instruction can foster morphological skills, inconsistent teaching methods lead to significant variability among learners (Ibrahim, 2023). This lack of systematic evidence hampers efforts to develop standardized curricula that effectively address morphological challenges. Without a clear understanding of the mechanisms at work, educators struggle to implement interventions that support consistent morphological awareness development (Okafor, 2024).
Objectives of the study:
To assess morphological awareness in bilingual Nigerian English classrooms.
To identify effective instructional strategies.
To propose recommendations for curriculum improvement.
Research questions:
How does bilingual education influence morphological awareness?
What instructional methods yield the best outcomes?
How can curricula be adapted to improve morphological competence?
Research Hypotheses:
Bilingual education significantly enhances morphological awareness.
Structured teaching methods improve morphological skills.
Curriculum reforms correlate with higher awareness levels.
Significance of the study (100 words):
This study is significant as it clarifies the impact of bilingual education on morphological awareness in Nigerian English, guiding educators and policymakers in optimizing language instruction. The findings will help design effective curricula that foster robust literacy skills while preserving linguistic diversity (Ibrahim, 2023; Uche, 2025).
Scope and limitations of the study:
The study is limited to Nigerian English classrooms in Abuja and focuses solely on morphological awareness, excluding other language competencies.
Definitions of terms:
Bilingual Education: Instruction in two languages.
Morphological Awareness: Understanding of word structure and formation.
Nigerian English: A localized variety of English in Nigeria.
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