Contextual Factors, Bilingualism and English Language Learning among a Group of Primary School Pupils in Nigeria

Abstract

Contextual factors are crucial in second language learning and could constitute a factor in developing motivation to learn and attitudes towards the target language (Gardner, 1991; Hamers& Blanc, 2000; Erlenawati, 2005). Children’s sociolinguistic environment also plays an important role in language use, educational achievement and, eventually, life achievement in Nigeria’s ESL (English as a second language) situation. The home and school are the two most important environments in the language learning experience of a Nigerian primary school child, particularly the learning of the English language. The extent to which each environment impacts on the acquisition of English-proficiency could depend on the extent the home supports the school’s effort. Homes that do not use English in everyday conversation but support English literacy activities encourage learners in their path to acquiring competence in the language. Generally, oracy characterises the home environment while literacy skills are largely acquired in school, since home literacy habits are just being acculturated.