An evaluation of immersion versus additive bilingual education models in Nigerian schools
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Background of the Study
Bilingual education models in Nigerian schools have garnered significant attention as educators and policymakers seek effective strategies to promote bilingual proficiency. Two primary models—the immersion model and the additive bilingual education model—offer contrasting approaches. Immersion involves instructing students predominantly in the target language to facilitate rapid language acquisition through complete exposure (Chinwe, 2023). Conversely, additive bilingual education integrates the second language into the curriculum while maintaining the native language, thereby preserving cultural identity and enhancing cognitive development (Ekwueme, 2024). Each model presents distinct benefits and challenges. Immersion may lead to swift language fluency, yet it risks marginalizing the mother tongue if not carefully balanced. In contrast, additive models encourage dual language development but require more resources, robust teacher training, and carefully designed curricula to be effective (Olaitan, 2025). Nigerian schools, characterized by rich linguistic diversity, serve as an ideal context to evaluate these models. This study aims to compare the outcomes of immersion and additive bilingual education in terms of academic performance, language proficiency, and cultural preservation, providing insights to guide future educational practices.
Statement of the Problem
Despite the growing adoption of bilingual education models in Nigeria, questions remain regarding the relative effectiveness of immersion versus additive approaches. Some educators assert that immersion fosters faster language fluency, while others are concerned that it may undermine the development of the mother tongue (Chinwe, 2023). Additionally, challenges such as resource constraints, teacher preparedness, and inconsistent curriculum implementation exacerbate the difficulties associated with both models (Ekwueme, 2024). The lack of comprehensive comparative evaluations leaves policymakers without clear evidence on which model better supports balanced bilingual development. This study seeks to address these concerns by critically evaluating the outcomes of both immersion and additive bilingual education models in Nigerian schools (Olaitan, 2025).
Objectives of the Study:
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To compare the effectiveness of immersion and additive bilingual education models.
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To evaluate their impact on language proficiency and academic performance.
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To recommend strategies for optimizing bilingual education practices.
Research Questions:
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How do immersion and additive bilingual models differ in language acquisition outcomes?
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What is the impact of each model on students’ academic performance?
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What strategies can enhance bilingual education in Nigerian schools?
Significance of the Study
This study is significant as it provides a comparative analysis of immersion and additive bilingual education models in Nigerian schools. Its findings will offer evidence-based recommendations to educators and policymakers, aiding in the development of curricula that effectively promote bilingual proficiency and cultural preservation (Chinwe, 2023; Ekwueme, 2024).
Scope and Limitations of the Study:
The study is limited to evaluating immersion and additive bilingual education models in Nigerian schools and does not include other educational approaches or non-school settings.
Definitions of Terms:
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Immersion Model: An approach where instruction is primarily in the target language.
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Additive Bilingual Education: A model that supports learning a second language without undermining the native language.
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Bilingual Education: The integrated teaching of two languages to promote dual language proficiency.
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