An assessment of language immersion outcomes in Hausa-English bilingual programs
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- NGN 5000
Background of the Study
Language immersion programs immerse learners in a target language environment, offering a practical approach to achieving bilingual proficiency. In Hausa-English bilingual programs, students are taught academic subjects primarily in one language while maintaining their native language for cultural purposes. This dual approach promotes natural language acquisition and cognitive flexibility (Aminu, 2023). Immersion settings encourage active use of the language through interaction, contextual learning, and authentic communication experiences. Research has shown that immersion can lead to improved pronunciation, vocabulary retention, and overall fluency. However, challenges such as inconsistent program quality, inadequate teacher training, and resource limitations can affect outcomes. This study assesses the effectiveness of Hausa-English immersion programs by analyzing student performance, language usage patterns, and teacher practices. The aim is to determine whether immersion leads to balanced bilingual proficiency and to identify factors that enhance or hinder its success (Umar, 2024; Suleiman, 2025).
Statement of the Problem
Despite the potential benefits of immersion, many Hausa-English programs exhibit variable outcomes. Factors such as limited instructional resources, uneven teacher preparedness, and inconsistent curriculum implementation result in disparities in bilingual proficiency (Aminu, 2023). Some students achieve high fluency in English at the expense of Hausa, while others struggle with both languages. This imbalance undermines the goal of fostering true bilingual competence and calls for a systematic evaluation of immersion practices. The study seeks to identify key factors influencing immersion outcomes and propose interventions to ensure a more balanced approach to language learning (Umar, 2024).
Objectives of the Study:
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To evaluate the outcomes of language immersion on bilingual proficiency.
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To identify challenges in immersion program implementation.
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To recommend improvements for balanced language acquisition.
Research Questions:
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What are the measurable outcomes of Hausa-English immersion programs?
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Which factors influence the success of these programs?
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How can immersion practices be improved to support balanced bilingual development?
Significance of the Study
This study is significant as it evaluates the effectiveness of language immersion in achieving balanced bilingual proficiency. The findings will guide educators and policymakers in refining immersion strategies to enhance language retention and academic achievement (Aminu, 2023; Suleiman, 2025).
Scope and Limitations of the Study:
The study is limited to Hausa-English immersion programs in selected Nigerian schools and does not examine alternative bilingual models.
Definitions of Terms:
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Language Immersion: A teaching method that uses a target language for instruction.
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Bilingual Proficiency: The ability to use two languages effectively.
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Hausa-English Programs: Bilingual education initiatives for Hausa and English.
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