Project – Mother-tongue and English students vocabulary in public secondary schools

CHAPTER ONE

INTRODUCTION

• Background to the Study

The role of mother-tongue instruction in shaping students’ English vocabulary acquisition has been a widely debated subject in educational research. Several studies suggest that a strong foundation in a student’s first language (L1) significantly influences second language (L2) learning outcomes, particularly in vocabulary development (Cummins, 2000). This concept is supported by the interdependence hypothesis, which posits that proficiency in the mother tongue lays the groundwork for learning a second language. In many public secondary schools, especially in multilingual contexts, the balance between mother-tongue use and English instruction is crucial for vocabulary retention and comprehension.

Empirical evidence from Sub-Saharan Africa, for instance, demonstrates a positive correlation between mother-tongue instruction in early years and improved English language performance in later grades (Benson, 2005). The transition to English-medium instruction in secondary schools often leads to challenges in vocabulary comprehension, particularly when students have not yet developed strong academic language skills in English. Researchers like Heugh (2011) argue that students benefit from continued mother-tongue support even at the secondary level to bridge the cognitive gap and facilitate vocabulary acquisition in English.

However, the policy landscape in many countries tends to favor early English immersion, often at the expense of mother-tongue development. In contexts where English is the official language of instruction from early grades, students from non-English-speaking backgrounds frequently struggle with vocabulary acquisition due to limited exposure and practice at home (Prah, 2009). Studies show that without sufficient support in L1, students’ cognitive development and linguistic confidence in English are stunted, leading to poor academic performance in secondary school (Skutnabb-Kangas & García, 2015).

Classroom practices also significantly impact vocabulary learning. Teachers who strategically use students’ mother tongues as scaffolding tools—such as through code-switching or translation techniques—can enhance vocabulary retention (Garcia & Wei, 2014). This translanguaging approach allows students to draw on their full linguistic repertoire to make sense of new English vocabulary, which is especially effective in diverse public secondary school settings. Moreover, research indicates that when students are encouraged to express and translate complex ideas between languages, their metalinguistic awareness improves, further supporting vocabulary growth (Hornberger & Link, 2012).

Technological integration in language learning has further opened new avenues for mother-tongue and English vocabulary development. Educational software and mobile applications that offer bilingual content enable students to build vocabulary in both their L1 and English simultaneously. A study by Tinsley and Board (2016) on language apps in UK schools showed that students using dual-language learning platforms exhibited greater vocabulary gains than those taught exclusively in English. These tools are particularly valuable in under-resourced public schools, where teacher support may be limited, and multilingual learners require accessible resources tailored to their linguistic backgrounds.

In summary, the literature underscores the importance of leveraging students’ mother tongues in public secondary schools to support English vocabulary acquisition. While English immersion remains a common approach, a growing body of research advocates for bilingual or multilingual strategies to foster more effective and inclusive language education. Mother-tongue-based instruction, teacher pedagogy, and supportive learning technologies all play vital roles in bridging the vocabulary gap and promoting academic success among English language learners.

1.2.  Statement of the Problem

Vocabulary development is a foundational component of language proficiency and academic achievement, particularly in secondary education where students are expected to engage with complex texts and subject-specific language. In public secondary schools, where English is often the primary language of instruction, students from diverse linguistic backgrounds frequently face challenges in acquiring the necessary English vocabulary for academic success. This issue is especially pronounced among students whose first language (mother tongue) is not English and who lack sufficient exposure to English in their home environments.

Despite research indicating the benefits of mother-tongue instruction in building a strong linguistic foundation, many public secondary schools continue to emphasize English-only instruction without adequately supporting students’ native languages. As a result, students may struggle to comprehend lessons, express themselves clearly, or engage fully in classroom discussions due to limited English vocabulary. This language gap can widen educational disparities, particularly in multilingual regions where the dominant language of instruction differs significantly from students’ home languages.

Furthermore, public secondary schools often lack structured bilingual programs or teaching strategies that incorporate the mother tongue as a bridge to English learning. Teachers may not receive adequate training in multilingual pedagogies, leading to classroom environments that overlook the linguistic resources students bring with them. This can contribute to a loss of confidence among learners and lower academic performance, especially in subjects that rely heavily on specialized vocabulary.

In many cases, the transition from mother-tongue instruction in early education to English-only instruction in secondary school is abrupt and unplanned. Without gradual language support or vocabulary scaffolding, students are expected to comprehend and produce English at an academic level for which they are not fully prepared. This disconnect not only hinders vocabulary acquisition but also negatively affects students’ overall engagement and learning outcomes in school.

Technological tools and learning resources that could support vocabulary development in both the mother tongue and English are often underutilized in public secondary schools. Limited access to bilingual materials, language learning apps, or mother-tongue reading resources restricts students’ opportunities to reinforce vocabulary outside the classroom. This creates an uneven playing field for learners who are already disadvantaged by socioeconomic or linguistic factors.

Given these challenges, there is a pressing need to examine the role of mother-tongue support in enhancing English vocabulary acquisition among students in public secondary schools. Understanding how mother-tongue use impacts vocabulary learning and identifying effective strategies to integrate both languages in instruction are critical steps toward improving educational equity and learner outcomes in multilingual contexts.

• Aim and Objectives of the Study

The aim of the study is to examine the

The aim of the study is to examine mother-tongue and English students vocabulary in public secondary schools in Uyo local government area, Akwa Ibom State. The specific objectives are:

1. To assess the vocabulary proficiency of mother-tongue students in public secondary schools.
2. To evaluate the vocabulary proficiency of English students in public secondary schools.
3. To compare the vocabulary levels of mother-tongue and English students in public secondary schools.
4. To identify factors influencing vocabulary acquisition in mother-tongue students.

1.4. Research Questions

The research questions are buttressed below:

1. What is the vocabulary proficiency level of mother-tongue students in public secondary schools?
2. How does the vocabulary proficiency of English students in public secondary schools?
3. What are the differences in vocabulary levels between mother-tongue and English students in public secondary schools?
4. What factors influence vocabulary acquisition in mother-tongue students in public secondary schools?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Vocabulary proficiency will not affect English students in public secondary schools.

H1: Vocabulary proficiency will affect English students in public secondary schools.

1.6. Significance of the Study

This study is significant as it addresses a key educational concern in Uyo Local Government Area of Akwa Ibom State—how students’ mother tongue influences their acquisition and use of English vocabulary in public secondary schools. In a region rich in linguistic diversity, with languages such as Ibibio and Annang widely spoken, understanding the dynamics between mother-tongue use and English vocabulary development is crucial for improving learning outcomes. The study will help highlight the challenges students face in transitioning from using their native languages at home to learning primarily in English at school.

The findings from this study will be beneficial to educators and school administrators by offering insights into how language policies and classroom practices impact students’ vocabulary development. Teachers will be better informed about the importance of integrating mother-tongue-based strategies, such as code-switching and translanguaging, to support comprehension and language learning. By understanding the role of students’ linguistic backgrounds, educators can adopt more inclusive teaching methods that foster both academic achievement and linguistic confidence.

For curriculum developers and policymakers, the study will serve as a foundation for making informed decisions regarding language instruction in secondary schools. It can provide evidence for the development of a more balanced language policy that incorporates mother tongue as a support system rather than viewing it as a barrier to English acquisition. Given that current practices in many schools often prioritize English to the exclusion of local languages, this research could help advocate for a more bilingual or multilingual educational approach in Akwa Ibom State.

This study also holds relevance for parents and guardians, who are important stakeholders in a child’s language development. It will shed light on how home language practices can either support or hinder a student’s academic progress, especially in vocabulary acquisition. By understanding the value of maintaining and supporting the mother tongue alongside English, parents may become more engaged in their children’s learning journey and language use at home.

On a broader scale, the research contributes to scholarly discourse and educational research in Nigeria and other multilingual African contexts. It adds to the growing body of literature that challenges the “English-only” mindset in formal education and promotes a more inclusive understanding of language learning in multilingual societies. Researchers and academic institutions can build on the findings to conduct further studies in other local government areas or states with similar linguistic dynamics.

Finally, this study is timely and relevant to the goals of education for all and inclusive quality education, as promoted by the Sustainable Development Goals (SDG 4). By exploring the intersection of mother tongue and English vocabulary in secondary education, this research aligns with efforts to ensure that every learner, regardless of language background, has the opportunity to succeed academically. Its findings can inform policies and practices that make public secondary education more accessible and equitable in Uyo and beyond.

1.7. Scope of the Study

The study examines Mother-tongue and English students vocabulary in public secondary schools in Uyo local government area, Akwa Ibom State. The study is limited to students from selected public secondary schools in Uyo local government area, Akwa Ibom State.

1.8.  Operational Definition of Terms

Mother-tongue: Mother-tongue refers to the first language a person learns at home from childhood, also known as the native or primary language. It is the language a person is most fluent in and uses for everyday communication, especially in early life. In educational contexts, the mother-tongue plays a crucial role in cognitive development and foundational learning.

English Students: English students, in this context, are learners in public secondary schools who are being taught in English or learning English as a second language. They may come from various linguistic backgrounds where English is not their first language but is the medium of instruction in school.

Vocabulary: Vocabulary refers to the set of words that a person knows and uses in a particular language. It includes both spoken and written words and is essential for communication, reading comprehension, writing, and overall academic performance. In learning English, vocabulary development is key to understanding and expressing ideas effectively.

Public Secondary Schools: Public secondary schools are government-funded educational institutions that provide formal education to students typically between the ages of 11 and 18, covering junior and senior secondary school levels. These schools are open to the general public, usually free or low-cost, and follow the national curriculum set by the government or relevant educational authority.

Project – Mother-tongue and English students vocabulary in public secondary schools