EVALUATION OF MOTHER TONGUE INTERFERENCE (HAUSA) ON ENGLISH PROFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS IN NASSARAWA LOCAL GOVERNMENT AREA OF KANO STATE.
Abstract
ABSTRACT
This study investigates the influence of Hausa, the mother tongue of the majority of
students, on their proficiency in English among Junior Secondary School students in
Nassarawa Local Government Area of Kano State. Employing a mixed-methods
approach, the research examines how phonological, lexical, and syntactical elements
of Hausa interfere with the students' spoken and written English. A sample of 200
students was selected through stratified random sampling, and data were collected
using standardized English proficiency tests, questionnaires, and interviews with
students. The findings reveal significant interference from Hausa in students' English
language acquisition, manifested through common phonetic mispronunciations,
incorrect grammatical structures, and direct translations of Hausa idiomatic
expressions. Recommendations are provided for educators and policymakers to design
targeted language intervention programs that address these linguistic challenges and
improve English language teaching methodologies in the region. This research
contributes to the broader understanding of bilingual education and the dynamics of
language interference in multilingual settings.
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