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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The influence of mother tongue interference on the study of Christian Religious Studies (CRS) in secondary schools in Enugu has been a subject of interest for many researchers. According to Nworgu and Nwazojie (2015), the mother tongue, also known as the first language, significantly affects the learning process of other languages and subjects, including CRS. They argue that students often find it challenging to understand and interpret religious concepts in a second language, leading to a lack of interest and poor performance in the subject. This interference is particularly noticeable in Enugu, where the mother tongue (Igbo) is predominantly spoken.

Mother tongue is a language that a person has been exposed to from birth or within the critical period. In some countries, the term native language or mother tongue refers to the language of one’s ethnic group rather than one’s first language. Children brought up speaking more than one language can have more than one native language, and be bilingual or multilingual. By contrast, a second language is any language that one speaks other than one’s first language.

In a study conducted by Eze (2017), it was found that the use of the mother tongue in teaching CRS often leads to misconceptions and misinterpretations of religious texts. The study revealed that students taught in their mother tongue had difficulty understanding the symbolic and metaphorical language often used in religious texts. This is because some religious concepts and terminologies do not have direct translations in the mother tongue, leading to confusion and misunderstanding.

On the other hand, some researchers argue that the mother tongue can be a useful tool in teaching CRS. According to Uchechukwu (2018), using the mother tongue as a medium of instruction can enhance students’ understanding and appreciation of religious teachings. The study suggests that when religious concepts are explained in the mother tongue, students can relate them to their cultural context, making the learning process more meaningful and engaging.

However, the effectiveness of this approach is dependent on the teacher’s proficiency in both the mother tongue and the subject matter. As noted by Okoye and Nwoye (2019), teachers who are not fluent in the mother tongue or lack a deep understanding of religious studies may struggle to convey the intended message, leading to further confusion among students. Therefore, they recommend that teachers should be adequately trained to use the mother tongue effectively in teaching CRS.

Despite the potential benefits of using the mother tongue in teaching CRS, there are concerns about its impact on students’ proficiency in the English language. According to a study by Njoku (2020), students who are taught CRS in their mother tongue often struggle with English language exams. This is because they become accustomed to understanding and expressing religious concepts in their mother tongue, making it difficult for them to do the same in English.

The mother tongue can be a useful tool in teaching CRS, its interference can also pose significant challenges. Therefore, there is a need for a balanced approach that takes into consideration the benefits and drawbacks of using the mother tongue in teaching CRS. Further research is needed to develop effective strategies for integrating the mother tongue into the teaching of CRS without compromising students’ proficiency in the English language.

1.2 Statement of the Problem

The problem of mother tongue interference in the study of Christian Religious Studies (CRS) in secondary schools in Enugu is a significant issue that has been observed over the years. This interference often results in students having difficulty in understanding and interpreting the concepts of CRS in English, which is the language of instruction (Adegbija, 2004). This is because the students’ mother tongue often has different grammatical structures and vocabulary, which can cause confusion when learning CRS in English.

The second issue is that the use of the mother tongue in teaching CRS can lead to a lack of proficiency in English. This is because students may become too reliant on their mother tongue and neglect the development of their English language skills (Bamgbose, 2000). This can have long-term effects on their academic performance, as English is the medium of instruction in most Nigerian schools and is also the language used in national examinations.

Thirdly, the interference of the mother tongue can also affect the students’ ability to express their understanding of CRS concepts. This is because the students may find it difficult to translate their thoughts from their mother tongue into English (Adegbija, 2004). This can result in a lack of depth in their understanding of CRS, as they may not be able to fully express their thoughts and ideas in English.

Furthermore, the interference of the mother tongue can also affect the students’ interest and motivation in learning CRS. This is because the students may find the process of learning CRS in English to be challenging and frustrating, which can lead to a lack of interest and motivation in the subject (Bamgbose, 2000). This can have a negative impact on their academic performance in CRS.

In addition, the interference of the mother tongue can also affect the teaching of CRS. This is because teachers may find it difficult to teach CRS in English if the students are not proficient in the language (Adegbija, 2004). This can result in a lack of effectiveness in the teaching of CRS, as the teachers may not be able to effectively communicate the concepts of CRS to the students.

Lastly, the interference of the mother tongue can also have societal implications. This is because the students’ lack of proficiency in English can limit their opportunities for further education and employment, as English is the official language in Nigeria (Bamgbose, 2000). This can have long-term effects on the students’ socio-economic status and their ability to contribute to the development of the society.

1.3 Purpose of the Study

The main purpose of the study was to examine the effects of mother tongue interference in the study of Christian Religious Studies in secondary schools in Enugu North Local Government Area of Enugu State. Specifically, the study sought to:

To find out the level at which mother tongue can interfere in the learning of Christian Religious Studies in secondary school.
To investigate the qualifications of teachers’ in charge of Christian Religious Studies in secondary school in Enugu North.
To know how teachers makes use of correct methods in teaching of Christian Religious Studies in secondary school in Enugu North.

1.4 Research Questions

Does mother tongue actually interferes in the learning of Christian Religious Studies in secondary school?
Are the Christian Religious Studies teacher in schools qualified?
Does Christian Religious Studies teachers adopt correct teaching methods in teaching?

1.5 Research Hypothesis

The hypothetical statement for the study is buttressed below

H_O: Mother tongue interference has no significant impact in the study of Christian Religious Studies in secondary schools

H₁: Mother tongue interference has significant impact in the study of Christian Religious Studies in secondary schools

1.6 Significance of the Study

The significance of studying the effects of mother tongue interference in the study of Christian Religious Studies (CRS) in secondary schools in Enugu is manifold. Firstly, it provides an understanding of the extent to which the mother tongue influences the learning and comprehension of CRS. This is crucial as it can help educators devise strategies to mitigate the negative effects of mother tongue interference, thereby improving the overall quality of CRS education in secondary schools.

Secondly, the study can contribute to the body of knowledge on language interference and its impact on education. It can provide empirical evidence to support or challenge existing theories and assumptions about language interference, particularly in the context of religious studies. This can stimulate further research and discussions in the field of linguistics and education.

Thirdly, the findings of the study can have policy implications. If mother tongue interference is found to significantly affect CRS education, it may prompt policymakers to reconsider the language policies in schools. For instance, they may encourage the use of the mother tongue as a medium of instruction in CRS or provide additional language support for students.

Fourthly, the study can have practical implications for teachers and students. For teachers, understanding the effects of mother tongue interference can help them adapt their teaching methods to better cater to the needs of their students. For students, it can help them become more aware of their language use and its potential impact on their learning.

Fifthly, the study can also have implications for parents and the wider community. It can raise awareness about the importance of language in education and encourage parents to support their children’s language development. Moreover, it can promote cultural diversity and multilingualism, which are important values in a multicultural society like Enugu.

Lastly, the study can contribute to the global discourse on language and education. It can provide insights from the Nigerian context, which can enrich the understanding of the issue in different cultural and geographical settings. This can foster international collaboration and exchange of ideas in the field of education.

1.7 Scope of the Study

The study examines the effects of mother tongue interference in the study of Christian Religious Studies in secondary schools in Enugu North Local Government Area of Enugu State. The study is restricted to secondary schools in Enugu North Local Government Area of Enugu State.

1.8. Operational Definition of Terms

Effect: “Effect” generally refers to a change that is a result or consequence of an action or other cause. In the context of this study, it refers to the impact or influence that one factor, such as mother tongue interference, has on another, such as the study of Christian Religious Studies.

Mother tongue interference: “Mother tongue interference” refers to the influence that a person’s first language (mother tongue) has on the learning and use of a second language. In this case, it’s about how the students’ first language affects their understanding and study of Christian Religious Studies in English.

Christian Religious Studies: “Christian Religious Studies” is an academic field that explores the history, context, and teachings of the Christian faith. It often includes the study of the Bible, the history of Christianity, Christian theology, and the role of Christianity in society.

Secondary schools: “Secondary schools” are educational institutions where students typically study after primary school and before higher education. In many countries, including Nigeria, secondary schools cater to students between the ages of 11 and 18. They provide a curriculum that includes a broad range of subjects, including Christian Religious Studies.

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