An investigation of the role of policy in shaping Efik language education in Cross River State
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- NGN 5000
Background of the study
The study investigates how educational policies shape Efik language education in Cross River State, a region renowned for its cultural diversity and linguistic heritage. Educational policies have been pivotal in formalizing the teaching of Efik, a language that plays a crucial role in the local identity and cultural transmission (Abiola, 2024). The research examines the historical context of Efik language instruction, noting that policy interventions have sought to integrate indigenous knowledge systems with modern pedagogical techniques. These policies address curriculum development, teacher training, and resource allocation, thereby impacting how Efik is taught in schools. The evolving nature of these policies reflects broader socio-political trends, including efforts to revitalize indigenous languages and counter the dominance of global languages in education (Abiola, 2024). Furthermore, the study considers the role of governmental and non-governmental agencies in supporting Efik language education. By employing a mixed-methods approach, which includes policy analysis, interviews with educators, and classroom observations, this research provides a comprehensive overview of the successes and challenges faced by Efik language education in Cross River State. The investigation emphasizes the critical role of policy in mediating between tradition and modernity in language education (Eze, 2023).
Statement of the problem
Despite targeted policies to promote Efik language education in Cross River State, significant challenges persist. Inconsistencies in curriculum implementation, inadequate teacher training, and limited resource allocation have hindered effective language instruction (Abiola, 2024). Additionally, there is a noticeable gap between policy intentions and classroom realities, with many educators struggling to balance traditional linguistic practices with modern teaching methodologies. This disconnect has contributed to declining proficiency levels among students and raised concerns about the long-term viability of Efik as a medium of instruction (Eze, 2023). The study aims to identify these challenges, providing a critical assessment of policy impacts and suggesting ways to bridge the gap between policy formulation and practical implementation.
Objectives of the study:
To examine the role of policy in shaping Efik language education in Cross River State.
To identify challenges in the implementation of Efik language policies.
To propose strategies to enhance policy effectiveness in language education.
Research questions:
How do current policies influence Efik language education?
What challenges hinder effective implementation of these policies?
What strategies can improve the integration of Efik language in the educational system?
Significance of the study
This study is significant because it provides a detailed evaluation of the role of policy in shaping Efik language education, offering insights that are vital for policymakers, educators, and cultural stakeholders. The research highlights critical gaps in policy implementation and suggests practical strategies for improvement. By addressing these issues, the study contributes to the preservation and enhancement of Efik language education, thereby supporting cultural continuity and educational quality (Abiola, 2024).
Scope and limitations of the study:
This study is limited to investigating the role of policy in shaping Efik language education in Cross River State, focusing on curriculum, teacher training, and resource allocation.
Definitions of terms:
Curriculum: The set of courses and their content offered at an educational institution.
Teacher training: Programs designed to enhance the skills and knowledge of educators.
Cultural transmission: The passing of cultural values and knowledge from one generation to another.
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