An examination of cross-linguistic influence on bilingual syntactic development in Hausa and English
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Background of the Study
Bilingual individuals often experience cross‐linguistic influence, where the syntactic structures of one language affect the development of another. In the case of Hausa and English, learners must navigate two distinct grammatical frameworks. Hausa, with its subject–object–verb order and agglutinative features, contrasts sharply with English’s subject–verb–object pattern and analytic structure. This contrast creates opportunities for both positive transfer—where similarities aid comprehension—and negative transfer—where differences result in errors (Oluwaseun, 2023). In Nigerian educational settings, children are regularly exposed to both languages in formal and informal contexts, making the study of cross‐linguistic influence critical for understanding bilingual syntactic development. The interplay between home language use, classroom instruction, and community practices further complicates the syntactic acquisition process. A comprehensive analysis of how learners manage syntactic differences can provide insights into effective teaching strategies that mitigate interference and promote clear syntactic competence in both languages (Adebola, 2024; Eze, 2025).
Statement of the Problem
Despite the benefits of bilingualism, many Hausa-English learners exhibit persistent syntactic errors attributable to cross-linguistic interference. Learners often transfer Hausa syntactic patterns when constructing English sentences, leading to structural inaccuracies that hinder academic performance (Oluwaseun, 2023). The lack of targeted instructional interventions to address these issues further exacerbates the problem. Current curricula rarely differentiate between errors due to natural bilingual development and those stemming from negative transfer. This ambiguity complicates language assessment and prevents educators from effectively remedying these challenges. This study seeks to systematically examine the syntactic interplay between Hausa and English in bilingual learners and to identify strategies for reducing cross-linguistic interference, thereby improving syntactic accuracy (Adebola, 2024).
Objectives of the Study:
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To analyze the syntactic structures of Hausa and English in bilingual contexts.
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To assess the extent of cross-linguistic interference in syntactic development.
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To propose pedagogical strategies to mitigate negative transfer.
Research Questions:
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How do Hausa syntactic features influence English sentence construction?
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What patterns of syntactic interference are most prevalent?
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Which teaching interventions can reduce cross-linguistic errors?
Significance of the Study
This study provides critical insights into how cross-linguistic influence shapes bilingual syntactic development. Its findings will help educators develop targeted strategies to address syntactic errors in Hausa-English learners, thereby improving language instruction and academic outcomes. Such insights are essential for designing curricula that respect linguistic diversity while promoting clear communication (Oluwaseun, 2023; Adebola, 2024).
Scope and Limitations of the Study:
The study focuses on syntactic development among Hausa-English bilingual learners in Nigerian educational settings and does not examine phonological or lexical influences.
Definitions of Terms:
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Cross-linguistic Influence: The effect that one language’s syntactic rules have on another.
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Bilingual Syntactic Development: The process of acquiring grammatical competence in two languages.
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Hausa and English: The specific languages investigated.
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