Sociocultural and Sociolinguistic Approaches to Analysing the Language Choice and Use of Nigerian Secondary School Students: Implications for Instructional Practices

Abstract

This current research sought to examine the use of language and choice of languages in a common public Nigerian secondary school setting through a sociocultural and sociolinguistic framework, with special emphasis on the dynamics of bilingual practices, especially the interaction between English and Yoruba languages. This research was based on a qualitative case study research methodology with a component of quantitative data. The data was collected through observations of classes and semi-structured oral interviews of 120 students, 15 teachers, and 10 administrators and support staff of Osogbo Grammar School in Osun State, Nigeria. The results of the research showed that the school was a bilingual setting where situational and metaphorical code-switching were common. English was dominant in the formal sphere of the school, while Yoruba was dominant in the informal sphere. The research further showed that factors like educational goals, cultural identity, and prestige of languages were major determinants of the language preferences and attitudes of the students, teachers, and non-teaching staff. The research concluded that the language use of the Osogbo Grammar School reflects the general sociolinguistic patterns of multilingual communities.