An investigation of policy challenges in bilingual Igbo–English education in Enugu
- Project Research
- 1-5 Chapters
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- Table of Content: Available
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- NGN 5000
Background of the Study
Bilingual education in Enugu, particularly in Igbo–English programs, is viewed as a strategic approach to both preserving indigenous culture and meeting global academic demands. Recent policy initiatives mandate the incorporation of Igbo alongside English in classrooms, aiming to foster dual language proficiency. However, these policies encounter practical challenges during implementation. Teachers often face difficulties in balancing the curriculum between two languages, while limited resources and inconsistent training undermine the effective delivery of bilingual instruction. Stakeholders contend that while bilingual education promotes cultural identity and linguistic diversity, the lack of clear guidelines and monitoring mechanisms poses significant obstacles. Studies reveal that policy challenges include ambiguous curricular directives, insufficient support for teacher professional development, and infrastructural deficits in schools. These issues are compounded by socio-economic factors that affect both educators and students. The present investigation explores these policy challenges by analyzing policy documents, teacher interviews, and classroom observations to gauge how well intended reforms translate into practice. It further examines the gap between policy formulation and its implementation, seeking to provide recommendations for enhanced language planning that is responsive to local needs and conditions.
Statement of the Problem
Despite the introduction of bilingual Igbo–English education policies in Enugu, several implementation challenges persist. Inadequate teacher training, insufficient instructional materials, and unclear curriculum guidelines contribute to uneven language proficiency outcomes among students. These challenges create a gap between policy intent and classroom practice, ultimately compromising both cultural preservation and academic quality. This study aims to investigate these discrepancies and identify the critical barriers to successful policy implementation.
Objectives of the Study
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To identify and analyze key challenges in implementing bilingual education policies.
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To assess the impact of these challenges on student language proficiency.
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To recommend strategies for improving policy execution in Enugu schools.
Research Questions
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What are the main challenges in implementing bilingual Igbo–English education policies in Enugu?
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How do these challenges affect student outcomes?
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What strategies can improve policy implementation?
Significance of the Study
This study is significant as it provides empirical insights into the obstacles hindering effective bilingual education in Enugu. The findings will assist policymakers, educators, and curriculum developers in refining language strategies to enhance educational quality and cultural preservation, ultimately bridging the gap between policy and practice.
Scope and Limitations of the Study
This study is limited to public and private schools in Enugu implementing bilingual Igbo–English education and does not extend to other regions or language combinations.
Definitions of Terms
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Bilingual Education: Instructional practices that use two languages as mediums of instruction.
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Policy Challenges: Obstacles encountered in the practical implementation of official language directives.
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Igbo–English Education: Educational programs integrating both Igbo and English languages.
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