An investigation of bilingual reading strategies among Igbo and English speakers in secondary schools
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- NGN 5000
Background of the Study
Bilingual reading strategies are crucial for academic success in environments where students navigate texts in two languages. In Nigerian secondary schools, Igbo and English speakers adopt various strategies to comprehend, interpret, and analyze texts effectively. These strategies include code-switching, contextual inference, and metacognitive regulation, which allow students to bridge linguistic gaps and facilitate comprehension (Nwosu, 2023). Effective reading in bilingual contexts involves not only the decoding of words but also the integration of cultural context and prior knowledge. Studies indicate that the implementation of targeted reading strategies can significantly enhance comprehension and overall academic performance (Chukwu, 2024). However, challenges such as limited instructional resources, varying language proficiencies, and insufficient teacher training may impede the development and consistent application of these strategies (Ifeanyi, 2025). This study seeks to investigate the specific bilingual reading strategies employed by Igbo and English speakers in secondary schools, with the aim of identifying effective practices and proposing recommendations for instructional improvement that support balanced language proficiency and academic achievement.
Statement of the Problem
Despite the importance of effective bilingual reading strategies, many secondary school students in Nigeria face difficulties in comprehending texts in both Igbo and English. Inadequate instructional methods and limited resources contribute to the uneven development of reading skills, resulting in lower academic performance (Nwosu, 2023). Students often struggle to integrate linguistic and cultural contexts, leading to significant gaps in reading comprehension and critical analysis (Chukwu, 2024). The absence of focused research on the reading strategies of bilingual learners further exacerbates these issues. This study aims to address these challenges by exploring the reading strategies employed by Igbo and English speakers, ultimately providing recommendations to enhance bilingual reading proficiency (Ifeanyi, 2025).
Objectives of the Study:
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To identify the bilingual reading strategies used by Igbo and English speakers in secondary schools.
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To evaluate the effectiveness of these strategies on reading comprehension.
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To propose instructional recommendations for improving bilingual reading skills.
Research Questions:
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What bilingual reading strategies are employed by Igbo and English speakers?
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How do these strategies affect reading comprehension and academic performance?
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What interventions can enhance the development of effective bilingual reading strategies?
Significance of the Study
This study is significant as it examines bilingual reading strategies among secondary school students, providing insights into effective practices that support academic achievement. The findings will inform educators and curriculum developers about tailored instructional methods to improve reading comprehension in both Igbo and English, ultimately promoting balanced bilingual proficiency (Nwosu, 2023; Chukwu, 2024).
Scope and Limitations of the Study:
The study is limited to investigating bilingual reading strategies among Igbo and English speakers in Nigerian secondary schools and does not extend to other educational levels or language combinations.
Definitions of Terms:
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Bilingual Reading Strategies: Techniques used by readers to comprehend texts in two languages.
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Reading Comprehension: The ability to understand and interpret written text.
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Secondary Schools: Educational institutions providing secondary-level education.
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