An evaluation of language immersion programs in Nigerian primary schools: A case study of Hausa communities in Kano
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Background of the Study
Language immersion programs have gained prominence as a method of fostering bilingual proficiency by fully engaging students in a target language environment. In Kano, primary schools within Hausa communities have adopted immersion techniques to enhance students’ academic performance and cultural identity (Bello, 2023). These programs immerse learners in the second language across various subject areas, promoting not only linguistic competence but also cognitive flexibility (Adamu, 2024). Immersion approaches are rooted in the belief that consistent exposure to the target language accelerates learning by creating a naturalistic context where language is used for authentic communication (Musa, 2025). Despite the promising outcomes, immersion programs face challenges such as limited teaching resources, inadequate teacher training, and variable student backgrounds. Additionally, the balance between preserving the Hausa language and embracing the global language of instruction, often English, raises critical questions about cultural integrity and academic quality. Researchers have stressed the need for robust evaluation frameworks that measure both language proficiency and cultural retention. This study examines the design, implementation, and outcomes of immersion programs in Kano’s Hausa communities, aiming to identify best practices and areas needing improvement to optimize bilingual education.
Statement of the Problem
Although language immersion programs have shown potential for enhancing bilingual proficiency, their implementation in Kano’s Hausa communities is fraught with challenges. Inadequate teacher preparation, insufficient instructional materials, and inconsistent program implementation have raised concerns regarding the effectiveness of these programs (Bello, 2023). Disparities in student performance indicate that while some learners benefit from immersive environments, others struggle with language acquisition and academic engagement (Adamu, 2024). This uneven performance highlights a gap in understanding the underlying factors that contribute to successful immersion. Furthermore, the tension between maintaining cultural identity through the Hausa language and meeting academic standards in English creates additional complications. The study aims to systematically evaluate these immersion programs, identify the challenges faced by educators and learners, and propose recommendations to improve language outcomes and program sustainability (Musa, 2025).
Objectives of the Study:
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To evaluate the effectiveness of language immersion programs in enhancing bilingual proficiency.
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To identify challenges and opportunities in implementing immersion programs in Hausa communities.
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To recommend strategies for improving language immersion practices in Nigerian primary schools.
Research Questions:
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What are the measurable outcomes of immersion programs in Hausa communities?
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How do immersion programs impact students’ proficiency in both Hausa and English?
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What factors contribute to the success or failure of language immersion in primary schools?
Significance of the Study
The study’s significance lies in its potential to influence educational policy and practice in Nigeria. By rigorously evaluating immersion programs, it will offer insights into effective bilingual education models that improve language proficiency and academic performance. The findings will guide policymakers, educators, and curriculum developers in enhancing instructional methods that respect cultural identity while promoting language fluency (Bello, 2023; Adamu, 2024).
Scope and Limitations of the Study:
The study is limited to evaluating language immersion programs in Nigerian primary schools within Hausa communities in Kano.
Definitions of Terms:
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Language immersion: A teaching method that uses a second language for instruction across subject areas.
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Primary schools: Educational institutions providing elementary education.
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Hausa communities: Groups primarily speaking Hausa in Kano.
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