BY HAUWA MAGAJIYA BALA (MRS)
DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE MASTERS DEGREE [MA] IN TEACHING ENGLISH AS A FOREIGN LANGUAGE [TEFL]
SUBMITTED TO LONDON METROPOLITAN UNIVERSITY
DEDICATION OF THIS PIECE OF WORK GOES TO MY BELOVED PARENTS, HAJIYA FATIMA ZAHRA AND ALHAJI YUSUF MUSA. MAY GOD BLESS THEM, AMEEN.
I thank the almighty God for giving me the strength and health to go through the rigours of postgraduate degree in the United Kingdom. Needless to say that, this was a turning point in my life. It was an experience that I will never forget in my life. I gratefully acknowledge the help of my supervisor Mr Tim Marr, my personal tutor Fiona English and I will never forget the endless assistance of Dr Janet Enever who was never tired of my enquiries from the start of my course to the end.
I confirm that this dissertation is all my own work Hauwa
CHAPTER ONE INTRODUCTION
The roles of education and English language learning in Nigeria have become inter twined. One cannot simply talk about the learning of the English language in Nigeria without reference to education .Education is very important to the Nigerian child especially because of the diverse nature of the society, which made education to be the most important aspect that can unite the whole nation. It is with this in mind that the policy leaders chose the medium used in attaining it, to be the English language. Some of the reasons for choosing the English language could be because of colonisation and as a global language. The future of students in terms of career depends largely on their knowledge of the English language because it is the medium of communication in all government and business places. The question of speaking a standard or acceptable pronunciation of the English language is not however, too much of a bother in Nigeria as understanding what is being spoken leaves the correct pronunciation very much behind. This is because of the influence of the mother tongue that is widely spoken. This made it more vivid in that the majority of students were identified by their accent or intonation. Whether these tribal differences either promote or discourage students in their ability to speak and practice the English language is not clear, but what is clear is the different ways that students with different gender use English. Gender disparity is the relationship between a male and a female in which one party usually the male is the dominant party. It has great influences on our life, and seen as a socially constructed attributes of an individual, related to his or her sex. According to Obasi (1997), gender disparity existed in education generally without talking on language alone. At times, there is always gender differentiation in any given context, where one is either male or female and treated accordingly. Such differentiation does not necessarily always translate into discrimination or disadvantages. There is reason to believe that the rights of some African women been safeguarded through careful gender differentiation. These differences came about because of so many factors like African traditions and other religious constraints not in favour of the female child brought about some of these differences in learning.
There is much to say that gender inequalities and sexism in education continue to play a significant role in the slow development of Africa.
Language plays a role in gender issues. Language use is a social practice acting as a shaper of other practices within the society. The relationship between social practices i.e. linguistic practices and gender roles or identities is a two way process, which means that language both influences and influenced by societal practices including those pertaining to gender (Ako1998:61).
The topic on the role of gender on the...