An investigation of metalinguistic awareness in bilingual Hausa-English speakers in Maiduguri
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Background of the Study
Metalinguistic awareness—the ability to reflect on and analyze language—plays an essential role in bilingual education. In Maiduguri, bilingual Hausa-English speakers exhibit varying degrees of metalinguistic skills that influence their academic and social interactions. The dual exposure to Hausa’s structural nuances and English’s global lexicon fosters an environment where learners develop critical cognitive skills, such as phonemic awareness and syntactic flexibility (Abubakar, 2023). Research suggests that metalinguistic awareness is not only a byproduct of bilingualism but also a facilitator of language learning, enabling individuals to transfer skills from one language to another (Yusuf, 2024). However, the development of such awareness is contingent upon several factors including educational practices, family language use, and community support. In Maiduguri, challenges such as limited instructional resources and varying degrees of language exposure further complicate this development. The current study seeks to investigate the levels of metalinguistic awareness among bilingual Hausa-English speakers and examine its relationship with language proficiency. By analyzing classroom practices and community interactions, the research aims to provide insights into how enhanced metalinguistic skills can be cultivated to improve overall bilingual proficiency, thereby informing targeted educational interventions (Suleiman, 2025).
Statement of the Problem
Despite growing interest in bilingual education, there is insufficient research on metalinguistic awareness among Hausa-English speakers in Maiduguri. Limited empirical evidence exists regarding how these speakers reflect on language structure and apply this knowledge to improve language proficiency (Abubakar, 2023). Challenges include inconsistent language use in educational and home environments and inadequate teacher training in fostering metalinguistic skills (Yusuf, 2024). Consequently, many learners may not fully benefit from the cognitive advantages of bilingualism. The ambiguity in metalinguistic development processes raises concerns about the effectiveness of current instructional approaches. This study aims to address these gaps by examining the factors influencing metalinguistic awareness and its implications for bilingual proficiency, thereby offering practical recommendations for educators (Suleiman, 2025).
Objectives of the Study:
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To investigate the levels of metalinguistic awareness among bilingual Hausa-English speakers.
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To determine the relationship between metalinguistic skills and language proficiency.
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To explore educational strategies that enhance metalinguistic awareness.
Research Questions:
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How do bilingual Hausa-English speakers develop metalinguistic awareness?
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What factors influence their metalinguistic competence?
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How can enhanced metalinguistic awareness improve language education?
Significance of the Study
This study is significant as it enhances our understanding of metalinguistic awareness in bilingual contexts. The findings will guide educators in designing curricula that nurture cognitive skills essential for language mastery, ultimately improving bilingual proficiency and academic success in Maiduguri (Abubakar, 2023; Yusuf, 2024).
Scope and Limitations of the Study:
The study is limited to bilingual Hausa-English speakers in Maiduguri and focuses on their metalinguistic awareness.
Definitions of Terms:
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Metalinguistic awareness: The ability to analyze and reflect on the structure and function of language.
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Bilingual speakers: Individuals who communicate proficiently in two languages.
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Cognitive benefits: Advantages in mental processing that arise from bilingual language use.
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Chapter One: Introduction
1.1 Background of the Study
In ma...
