Pidgin English Interference in the Teaching and Learning of the English Language in Nigeria: A Study of Selected Secondary Schools in Uyo Metropolis, Akwa Ibom State

Abstract

This study investigates the impact of linguistic interference on the teaching and learning of Standard English in Nigeria, focusing specifically on selected secondary schools within Uyo Metropolis, Akwa Ibom State. It explores how the influence of mother tongues and local linguistic patterns affects learners’ grammatical accuracy, pronunciation, and overall communicative competence. Adopting a descriptive survey design, the study employed questionnaires and classroom observations to collect data from English language teachers and students. The findings indicate that mother tongue interference substantially impedes effective English language acquisition, resulting in recurrent errors in both spoken and written communication. Contributing factors include inadequate teacher preparation, insufficient exposure to Standard English, and limited access to instructional materials. The study concludes that enhancing teacher expertise, broadening students’ linguistic exposure, and integrating contrastive linguistic approaches into classroom instruction are vital strategies for reducing interference. Consequently, it recommends sustained professional development for teachers, the implementation of sound language policies, and improved pedagogical practices that foster communicative competence among Nigerian secondary school learners.