Evidence for Language Policy in Government Pre-Primary Schools in Nigeria: Cross-Language Transfer and Interdependence

This study explores the relationship between and within Hausa and English letter sound knowledge and word decoding skills among children studying in early years settings in northern Nigeria. There is a lack of correlational studies as well as causal evidence in the African context to indicate any transfer of language skills from L1 and L2 and vice versa. Test scores from 851 children studying in 158 government provided pre-primary schools took tests in letter sound (phoneme) and reading (word) decoding skills. Through bivariate correlations and a just-identified feedback path model, the results support Cummins’ interdependence hypothesis. Hausa and English word scores are bidirectionally associated, and the data reveal very strong significant positive correlations between Hausa and English letter sound scores and Hausa and English word scores. With the language policy set to change in Nigeria concerning the use of the language of the immediate community becoming a possible medium of instruction, these results, supporting bidirectionality and linguistic interdependence, provide evidence for the teaching of L1 and L2 in pre-primary settings in northern Nigeria.