This paper examine the problem with early childhood English language acquisition of hausa children living in rural communities in Kano state in that most of the children who grow up in rural communities do not know and cannot speak English Language despite the fact that it`s a medium of communication in their schools. Yet the English variant (pidgin) which they learn to speak in order to be able to communicate with their peers and other member of their society in their environment, cannot be said ascribe solid competence and performance to them in English Language. The ultimate purpose of this paper therefore, is to look at the early childhood English language acquisition of Hausa children living in rural area of Kano State and to offer suggestions that could lead to their solution. As a prelude to this, however an attempt is made to examine the theoretical framework of English Language: its meaning, how its generally acquired, its uses in early childhood education and its relationship with culture.
Elizabeth Adesomon Dopemu, Federal College of Education, Nigeria
Stream: Languages education and applied linguistics (ESL/TESL/TEFL)
This paper is part of the ECE2015 Conference Proceedings (View)
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