Abstract:

The study examined the adequacy of the language provisions in the NPE in relation to primary and secondary education. The study adopted the survey design. The sample size consisted of 54 head teachers, 54 principals, 300 English Language teachers, 500 parents and 3,240 students that were selected using stratified random and convenience sampling techniques. An instrument titled “Adequacy of Language Policy Questionnaire” (ALPQ) was employed. A research question emanated from the study. The results showed that 47(11.5%), 37(9.1%), 245(60.0%) of principals, head teachers and teachers respectively considered the language provisions in the NPE adequate. The percentage (80.6%) of teachers was the highest. It was recommended among others that parents should cooperate with teachers and school heads by ensuring, supervising and encouraging their wards to use English without the fear of being ridiculed. Learners should also be encouraged to develop a positive attitude to the learning of English and languages generally. Proper implementation strategies should be put in place and feedback given to the appropriate authority to ascertain effectiveness.

Keywords:

Language Provision, National Policy on Education, Primary & Secondary Schools.