An evaluation of bilingual narrative competence among Hausa-English speakers in Maiduguri
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Background of the Study
Bilingual narrative competence encompasses the ability to construct and comprehend stories in two languages, a skill that reflects broader linguistic and cognitive abilities. Among Hausa-English speakers in Maiduguri, narratives serve as both cultural expressions and educational tools, offering insights into the interplay between indigenous and global languages. In this context, bilingual narrative competence is developed through traditional storytelling, formal education, and daily interpersonal communication (Abdul, 2023). Effective narrative skills contribute to improved language structure, vocabulary enrichment, and cultural identity reinforcement. However, challenges such as language interference and insufficient exposure to standardized narrative forms may hinder narrative competence (Bello, 2024). This study evaluates the narrative skills of Hausa-English speakers in Maiduguri by examining how bilingual individuals construct stories, use figurative language, and integrate cultural elements. The research seeks to identify best practices in narrative instruction that can bolster language proficiency and facilitate deeper intercultural understanding (Dantoro, 2025).
Statement of the Problem
Despite the cultural significance of storytelling, many Hausa-English speakers in Maiduguri struggle to demonstrate balanced narrative competence. Inconsistent exposure to formal narrative instruction and challenges in managing language interference have led to fragmented storytelling abilities (Abdul, 2023). Educators report that students often blend narrative styles in ways that compromise clarity and cultural expression (Bello, 2024). This deficiency in narrative competence not only affects academic performance but also undermines the transmission of cultural heritage. The lack of targeted research on bilingual narrative skills in this context limits the development of effective pedagogical interventions. This study aims to address these issues by evaluating narrative competence and identifying strategies to improve bilingual storytelling among Hausa-English speakers (Dantoro, 2025).
Objectives of the Study:
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To assess the narrative competence of Hausa-English speakers.
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To analyze challenges in bilingual storytelling.
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To recommend instructional strategies for improving narrative skills.
Research Questions:
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How do Hausa-English speakers construct bilingual narratives?
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What challenges do they face in maintaining narrative clarity?
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What teaching methods can enhance narrative competence?
Significance of the Study
This study is significant as it investigates bilingual narrative competence, a key indicator of language proficiency and cultural literacy among Hausa-English speakers. Its findings will inform educators and curriculum developers on best practices for narrative instruction, supporting enhanced storytelling abilities and cultural preservation in Maiduguri (Abdul, 2023; Bello, 2024).
Scope and Limitations of the Study:
The study is limited to evaluating bilingual narrative competence among Hausa-English speakers in Maiduguri and does not address other linguistic skills.
Definitions of Terms:
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Bilingual Narrative Competence: The ability to create and understand stories in two languages.
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Storytelling: The art of conveying narratives through spoken or written language.
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Hausa-English Speakers: Individuals proficient in both Hausa and English.
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