An examination of bilingual phonological awareness in Nigerian preschoolers
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Background of the Study
Phonological awareness, the ability to recognize and manipulate sounds in language, is a foundational skill for reading and overall language development. In Nigerian preschoolers, who are often exposed to multiple languages from an early age, bilingual phonological awareness is particularly crucial. Research suggests that bilingual preschoolers may exhibit enhanced phonemic discrimination due to the cognitive demands of managing two phonological systems (Okafor, 2023). In diverse linguistic environments, children learn to navigate the distinct sound patterns of each language, thereby developing a robust metalinguistic awareness. Early exposure to both indigenous languages and English fosters this skill, which is essential for later academic success. However, inconsistent language input and varying quality of early education can impact the development of phonological awareness (Adamu, 2024). This study investigates how bilingual preschoolers in Nigeria develop phonological awareness and examines the role of early educational practices, home environment, and cultural factors in shaping these skills (Bello, 2025).
Statement of the Problem
Despite its importance, bilingual phonological awareness among Nigerian preschoolers is underexplored. Disparities in early language exposure and instruction may hinder the development of phonemic awareness, potentially affecting later reading and academic performance (Okafor, 2023). Educators report that some preschoolers struggle with distinguishing between sound patterns of their two languages, leading to challenges in phonological processing (Adamu, 2024). The absence of targeted interventions and standardized assessments further complicates early diagnosis and support. This study aims to address these issues by examining the factors influencing phonological awareness in bilingual preschoolers and providing recommendations to improve early language education (Bello, 2025).
Objectives of the Study:
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To assess the level of phonological awareness in bilingual Nigerian preschoolers.
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To identify factors influencing phonemic discrimination.
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To propose early educational interventions to enhance phonological skills.
Research Questions:
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How do Nigerian preschoolers develop phonological awareness in a bilingual context?
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What are the main challenges in distinguishing phonemic patterns?
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What strategies can support the enhancement of phonological awareness?
Significance of the Study
This study is significant as it examines bilingual phonological awareness in Nigerian preschoolers, offering critical insights into early language development. The findings will inform educators on effective strategies for fostering phonemic skills, thereby laying a solid foundation for reading and academic success (Okafor, 2023; Adamu, 2024).
Scope and Limitations of the Study:
The study is limited to investigating phonological awareness among Nigerian preschoolers and does not address other aspects of language development.
Definitions of Terms:
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Phonological Awareness: The ability to recognize and manipulate the sound structures of language.
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Bilingual Preschoolers: Young children exposed to two languages during early education.
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Phonemic Discrimination: The ability to distinguish between different phonemes in a language.
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