THE EFFECTS OF BILINGUALISM ON THE TEACHING AND LEARNING OF ENGLISH IN SENIOR SECONDARY SCHOOLS WITHIN ABEOKUTA NORTH LOCAL GOVERNMENT AREA

This study investigates the effects of bilingualism on the teaching and learning of English in senior secondary schools within the Abeokuta North Local Government Area. The aim of the research is to explore how the use of two or more languages influences students' mastery of English and how it affects the pedagogical process in a bilingual context. Specifically, the research examines whether bilingualism aids or impedes the comprehension and usage of English, a core subject in the Nigerian educational curriculum. The study adopts Cummins' Interdependence Hypothesis as its theoretical framework, which posits that proficiency in a learner's first language can positively or negatively influence their ability to acquire a second language, depending on various socio-linguistic factors. Using a mixed-method approach, the research collects both quantitative and qualitative data through surveys administered to students and teachers, as well as interviews with educational stakeholders in the area. The findings reveal that while bilingualism offers cognitive and cultural benefits, it also presents significant challenges in English language learning due to frequent code-switching and code-mixing. Many students tend to rely heavily on their native language, which affects their English proficiency, especially in writing and oral communication. Teachers also face difficulties in maintaining a monolingual English environment, as students often switch to their mother tongues for easier comprehension. In conclusion, bilingualism, while valuable for cultural preservation and cognitive flexibility, can be a hindrance to effective English learning if not managed properly. The study recommends that teachers receive further training in bilingual teaching strategies, and that schools implement a more structured approach to integrating native languages alongside English in the curriculum. This will help minimize the negative impact of bilingualism on English language acquisition while promoting linguistic diversity.