Evidence for Language Policy in Government Pre-Primary Schools in Nigeria
Cross-Language Transfer and Interdependence
Bibliographic Data
| ID | 22045271 |
|---|---|
| Authors | Pauline Dixon (0000-0002-3767-6325, Newcastle University, corresponding author), Steve Humble (0000-0003-3869-2420, Newcastle University), Louise Gittins (0000-0003-1810-5233, Universal Learning Solutions, Lancaster LA1 4XQ, UK), Francesca Seery (0009-0006-2994-2378, Newcastle University), Chris Counihan (0000-0001-5708-4610, Northumbria University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 9 |
| Pages | 1197 |
| Publication date | 2025-09-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15091197 |
| OpenAlex | W4414129003 |
| Language | EN |
| Citations received | 1 |
| References cited | 48 |
This study explores the relationship between and within Hausa and English letter sound knowledge and word decoding skills among children studying in early years settings in northern Nigeria. There is a lack of correlational studies as well as causal evidence in the African context to indicate any transfer of language skills from L1 and L2 and vice versa. Test scores from 851 children studying in 158 government provided pre-primary schools took tests in letter sound (phoneme) and reading (word) decoding skills. Through bivariate correlations and a just-identified feedback path model, the results support Cummins’ interdependence hypothesis. Hausa and English word scores are bidirectionally associated, and the data reveal very strong significant positive correlations between Hausa and English letter sound scores and Hausa and English word scores. With the language policy set to change in Nigeria concerning the use of the language of the immediate community becoming a possible medium of instruction, these results, supporting bidirectionality and linguistic interdependence, provide evidence for the teaching of L1 and L2 in pre-primary settings in northern Nigeria
Hausa · Language assessment · Language policy · Medium of instruction · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Reading and Literacy Development
Bilingual and Multilingual Education
Sensitive Periods in the Development of the Brain and Behavior
Contribution of morphological awareness to Chinese-English biliteracy acquisition.
The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.
Language input and child syntax
Linguistic Interdependence and the Educational Development of Bilingual Children
An Investigation of the Cross-Language Transfer of Reading Skills
Child Language Difficulties and Internalizing and Externalizing Symptoms
Clarifying translanguaging and deconstructing named languages
A translanguaging view of the linguistic system of bilinguals
Cross-linguistic transfer in literacy development and implications for language learners
Vocabulary and Executive Functioning
Measuring success
Measuring quality of preprimary education in sub-Saharan Africa
Language of instruction policy in Nigeria
Language transfer theory and its policy implications
The effects of phonological awareness of Zulu‐speaking children learning to spell in English
A comparative study of the pronunciation features of Igbo English and Yoruba English speakers of Nigeria
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
Translanguaging as a Practical Theory of Language
Reading and Language Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |