Research
The Interplay between Language, Literature and Culture: Challenges for the Nigerian Indigenous Education in the 21st Century.
Language, verbal or non-verbal, is central to the survival of mankind because it is an important tool for communication, negotiation and the transfer or preservation of the literary as well as cultural heritage of a people from one generation to the other. The relationship between language, literature and culture is so strong to the extent that a change in one ultimately affects the other two. Every language is a directly mirrors the culture it serves - a language either enriches or impoverishes the culture it serves. Therefore, the influence of language on the culture and literature of a people has dire consequences for the sustenance or development of their indigenous education. Nigeria, like the rest of the world, has joined the terrace of globalization which has led to the import of foreign language(s), literatures and cultures into the indigenous way of life and system of education. Currently, increasing quest for the language, literature and culture of the developed countries of the world which are projected by globalization has denied the Nigerian child access to his/her indigenous system of education. A system of education which is rich in fables, taboos, folklores, and cultural rites/rituals is gradually being crushed under the weight and demand of globalization. This trend is common in Africa and it portends danger for the continued survival of the continent’s indigenous language, literature and culture. This paper therefore posits that there is a need for Africans/Nigerians to preserve and promote what is left of their indigenous language, literature and culture through the use of an indigenous system of education. The paper concludes by recommending practical ways of making use of the indigenous system of education within formal school system. This is the only way that the people’s indigenous way of life will survive the onslaught of globalization beyond the 21st century.
The Interplay between Gender and Learning Styles: Implications for Second Language Teaching
Learning styles refer to the variation that exists in the ability of people to accumulate interpret and assimilate information. A learning style is an individual’s preferred way of learning and scholars (Reid (1995), Wagaman (2008), Montgomery and Groat (1998) to mention a few) have established that when a teacher’s style matches the student’s learning styles then learning will occur. Research evidences (Howe 1997), Burham (2008) and Sax Leonard (2008)) support that gender plays a unique role in the way we learn. This paper thus seeks to investigate the relationship (if any) between gender and learning styles with its’ possible implications for language teaching. The paper draws conclusions that majority of females’ preferred learning style is the diverging and assimilating (thinkers than doers) while a greater percentage of the males fall under converging and accommodating learning styles (doers than thinkers). Girls are motivated by the desire to impress adults while boys are motivated by the object or material to be learnt. This of course has serious implications for language teaching. Lastly, language teachers are encouraged to develop their instructional packages to cater for the differences in the students’ gender and learning styles. Other stakeholders in the education industry are to accommodate the knowledge of different genders and learning styles in educational planning.
