EDUCATIONAL MANAGEMENT STRATEGIES FOR COMBATING MOTHER TONGUE INTERFERENCE IN MULTILINGUAL CLASSROOMS

AGUSIOBO, Hilda Chineze and Iloanwusi, Vitalis Chinemerem (2025) EDUCATIONAL MANAGEMENT STRATEGIES FOR COMBATING MOTHER TONGUE INTERFERENCE IN MULTILINGUAL CLASSROOMS. Irish Journal of Educational Practice, 8 (3). pp. 119-128. ISSN 2383 – 6345

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Abstract

This study investigates the role of educational management strategies in addressing mother tongue interference in multilingual primary school classrooms. Mother tongue interference has long been a barrier to English language acquisition in Nigeria, particularly in areas where indigenous languages dominate pupils’ early social and linguistic experiences. Drawing from both educational management theory and language pedagogy, this study explores the administrative responses to this challenge, the preparedness of teachers, and the effectiveness of language policies implemented at the school level. Three research purposes and corresponding questions guided the study: to examine the extent of mother tongue interference in English language instruction, to assess the preparedness of teachers in managing language interference, and to evaluate the role of educational management in mitigating language challenges in multilingual classrooms. Survey research design was adopted using questionnaires distributed to English and Igbo language teachers as well as school heads across selected schools. Data was analyzed using descriptive tables that addressed each research question. The findings indicate a lack of structured interventions by school managers and inadequate teacher training as key contributors to persistent L1 interference. The study recommends school-led language support frameworks, regular professional development, and increased parental involvement to mitigate the problem. These insights contribute to developing a holistic and practical approach to language education in Nigeria’s multilingual context, highlighting issues of language acquisition, educational management, teacher preparedness, school policies, language pedagogy, and the impact of mother tongue interference in primary education.

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education
Depositing User: mrs chioma hannah
Date Deposited: 05 Jun 2025 14:29
Last Modified: 05 Jun 2025 14:29
URI: http://eprints.gouni.edu.ng/id/eprint/4775

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